WorldWideScience

Sample records for demonstration educational outcome

  1. Education Payload Operation - Demonstrations

    Science.gov (United States)

    Keil, Matthew

    2009-01-01

    Education Payload Operation - Demonstrations (EPO-Demos) are recorded video education demonstrations performed on the International Space Station (ISS) by crewmembers using hardware already onboard the ISS. EPO-Demos are videotaped, edited, and used to enhance existing NASA education resources and programs for educators and students in grades K-12. EPO-Demos are designed to support the NASA mission to inspire the next generation of explorers.

  2. Education Demonstration Equipment

    Science.gov (United States)

    Nagy, A.; Lee, R. L.

    2003-10-01

    The General Atomics fusion education program ``Scientist in the Classroom" (SIC) now in its sixth year, uses scientists and engineers to present plasma as a state of matter to students in the classroom. Using hands-on equipment, students see how magnets, gas pressure changes, and different gases are turned into plasmas. A piston, sealed volume, and vacuum chamber illuminate ideal gas laws. Liquid nitrogen is used to explore thermodynamic temperature effects and changes in states of matter. Light bulbs are excited with a Tesla coil to ionize gases, thus becoming an inexpensive plasma devices and a plasma tube shows magnetic interactions with plasma. The demonstration equipment used in this program is built with simple designs and common commercial equipment keeping in mind a teacher's tight budget. The SIC program ( ˜25 school presentations per year) has become very popular and has acquired an enthusiastic group of regular teacher clientele requesting repeat visits. In addition, three very popular and successful ``Build-It" days, sponsored by the General Atomics Fusion Education Outreach Program, enables teachers to build and keep in their classroom some of this equipment. The demonstration devices will be presented along with their ``build-it" details.

  3. Constructing Outcomes in Teacher Education

    Directory of Open Access Journals (Sweden)

    Marilyn Cochran-Smith

    2001-04-01

    Full Text Available As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher education—outcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the

  4. Education and Occupational Outcomes

    DEFF Research Database (Denmark)

    Johnes, Geraint; Freguglia, Ricardo; Spricigo, Gisele

    2016-01-01

    Purpose: The purpose of this paper is to examine the dynamic relationship between policies related to educational provision and both educational participation and occupational outcomes in Brazil, using PNAD and RAIS-Migra data. Design/methodology/approach: Outcomes are examined using: static...... multinomial logit analysis, and structural dynamic discrete choice modelling. The latter approach, coupled with the quality of the RAIS-Migra data source, allows the authors to evaluate the education policy impacts over time. Findings: The main results show that the education level raises the propensity...... that the individual will be in formal sector work or still in education, and reduces the probability of the other outcomes. Transition into non-manual formal sector work following education may, however, occur via a spell of manual work. Originality/value: This is the first study of occupational destination...

  5. Neighborhood poverty and public policy: a 5-year follow-up of children's educational outcomes in the New York City moving to opportunity demonstration.

    Science.gov (United States)

    Leventhal, Tama; Fauth, Rebecca C; Brooks-Gunn, Jeanne

    2005-11-01

    Data from the Moving to Opportunity Program, a randomized mobility experiment in which a subset of low-income minority families living in public housing in high-poverty neighborhoods were given vouchers to move to low-poverty neighborhoods, were used to evaluate 1 policy approach for improving children's educational outcomes. Four hundred twenty-five New York City children were seen 2 1/2 and 5 years following relocation (mean age=14.64 years, SD=3.21 years). Analyses examining program effects on 5-year educational outcomes, accounting for 2 1/2-year outcomes, revealed that program effects on adolescent boys' achievement found at 2 1/2 years were not sustained at 5 years. Rather, male and female youths 14-20 years of age in low-poverty neighborhoods reported lower school grades and engagement relative to youths in high-poverty neighborhoods. From a policy standpoint, the complexity of enhancing low-income minority children's educational outcomes is underscored by the multiple dynamics involved--family, neighborhood, housing, and school.

  6. Education and Occupational Outcomes

    DEFF Research Database (Denmark)

    Johnes, Geraint; Freguglia, Ricardo; Spricigo, Gisele

    2016-01-01

    Purpose: The purpose of this paper is to examine the dynamic relationship between policies related to educational provision and both educational participation and occupational outcomes in Brazil, using PNAD and RAIS-Migra data. Design/methodology/approach: Outcomes are examined using: static...... that the individual will be in formal sector work or still in education, and reduces the probability of the other outcomes. Transition into non-manual formal sector work following education may, however, occur via a spell of manual work. Originality/value: This is the first study of occupational destination...... to be conducted in a rapidly developing country using high-quality panel data and appropriate dynamic methods, and as such makes an important contribution in confirming that increased supply of highly skilled workers enhances occupational attainment in this context....

  7. Constructing Adverse Outcome Pathways: a Demonstration of ...

    Science.gov (United States)

    Adverse outcome pathway (AOP) provides a conceptual framework to evaluate and integrate chemical toxicity and its effects across the levels of biological organization. As such, it is essential to develop a resource-efficient and effective approach to extend molecular initiating events (MIEs) of chemicals to their downstream phenotypes of a greater regulatory relevance. A number of ongoing public phenomics (high throughput phenotyping) efforts have been generating abundant phenotypic data annotated with ontology terms. These phenotypes can be analyzed semantically and linked to MIEs of interest, all in the context of a knowledge base integrated from a variety of ontologies for various species and knowledge domains. In such analyses, two phenotypic profiles (PPs; anchored by genes or diseases) each characterized by multiple ontology terms are compared for their semantic similarities within a common ontology graph, but across boundaries of species and knowledge domains. Taking advantage of publicly available ontologies and software tool kits, we have implemented an OS-Mapping (Ontology-based Semantics Mapping) approach as a Java application, and constructed a network of 19383 PPs as nodes with edges weighed by their pairwise semantic similarity scores. Individual PPs were assembled from public phenomics data. Out of possible 1.87×108 pairwise connections among these nodes, about 71% of them have similarity scores between 0.2 and the maximum possible of 1.0.

  8. Ramadan, Fasting and Educational Outcomes

    Science.gov (United States)

    Oosterbeek, Hessel; van der Klaauw, Bas

    2013-01-01

    Using a difference-in-differences framework, we estimate the impact of Ramadan on educational outcomes of Muslim students living in a non-Muslim country. For identification we exploit that the number of Ramadan weeks during the course that we study, varies from year to year, ranging from zero to four. Our main finding is that Ramadan observance…

  9. Ramadan, Fasting and Educational Outcomes

    Science.gov (United States)

    Oosterbeek, Hessel; van der Klaauw, Bas

    2013-01-01

    Using a difference-in-differences framework, we estimate the impact of Ramadan on educational outcomes of Muslim students living in a non-Muslim country. For identification we exploit that the number of Ramadan weeks during the course that we study, varies from year to year, ranging from zero to four. Our main finding is that Ramadan observance…

  10. Education & Collection Facility GSHP Demonstration Project

    Energy Technology Data Exchange (ETDEWEB)

    Joplin, Jeff [Denver Museum of Nature and Science, Denver, CO (United States)

    2015-03-28

    The Denver Museum of Nature & Science (DMNS) designed and implemented an innovative ground source heat pump (GSHP) system for heating and cooling its new Education and Collection Facility (ECF) building addition. The project goal was to successfully design and install an open-loop GSHP system that utilized water circulating within an underground municipal recycled (non-potable) water system as the heat sink/source as a demonstration project. The expected results were to significantly reduce traditional GSHP installation costs while increasing system efficiency, reduce building energy consumption, require significantly less area and capital to install, and be economically implemented wherever access to a recycled water system is available. The project added to the understanding of GSHP technology by implementing the first GSHP system in the United States utilizing a municipal recycled water system as a heat sink/source. The use of this fluid through a GSHP system has not been previously documented. This use application presents a new opportunity for local municipalities to develop and expand the use of underground municipal recycled (non-potable) water systems. The installation costs for this type of technology in the building structure would be a cost savings over traditional GSHP costs, provided the local municipal infrastructure was developed. Additionally, the GSHP system functions as a viable method of heat sink/source as the thermal characteristics of the fluid are generally consistent throughout the year and are efficiently exchanged through the GSHP system and its components. The use of the recycled water system reduces the area required for bore or loop fields; therefore, presenting an application for building structures that have little to no available land use or access. This GSHP application demonstrates the viability of underground municipal recycled (non-potable) water systems as technically achievable, environmentally supportive, and an efficient

  11. Outcome from 5-year live surgical demonstrations in urinary stone treatment: are outcomes compromised?

    Science.gov (United States)

    Legemate, Jaap D; Zanetti, Stefano P; Baard, Joyce; Kamphuis, Guido M; Montanari, Emanuele; Traxer, Olivier; de la Rosette, Jean Jmch

    2017-05-18

    To compare intra- and post-operative outcomes of endourological live surgical demonstrations (LSDs) and routine surgical practice (RSP) for urinary stones. Consecutive ureterorenoscopic (URS) and percutaneous (PNL) urinary stone procedures over a 5-year period were reviewed. Procedures were divided into LSDs and RSP. Differences between the groups were separately analysed for URS and PNL. Primary outcomes included intra- and post-operative complication rates and grades. Secondary outcomes were operation time, length of hospital stay, stone-free rate, and retreatment rate. Pearson's Chi-square analysis, Mann-Whitney U test, and logistic and linear regression were used to compare outcomes between LSDs and RSP. During the study period, we performed 666 URSs and 182 PNLs, and 151 of these procedures were LSDs. Among URSs, the overall intra-operative complication rate was 3.2% for LSDs and 2.5% for RSP (p = 0.72) and the overall post-operative complication rate was 13.7% for LSDs and 8.8% for RSP (p = 0.13). Among PNLs, the overall intra-operative complication rate was 8.9% for LSDs and 5.6% for RSP (p = 0.52) and the overall post-operative complication rate was 28.6% for LSDs and 34.9% for RSP (p = 0.40). For both URSs and PNLs, no statistically significant differences in complication grade scores were observed between LSDs and RSP. Operation time was significantly longer for LSD-URS group, but there was no difference between the PNL groups. There were no significant differences in length of hospital stay and stone-free rate. The retreatment rate was higher in the LSD-URS group compared with RSP-URS group but similar between the PNL groups. Multiple logistic regression analyses, adjusting for confounders, revealed no association between LSD and more or less favourable outcomes as compared to RSP. Live surgical demonstrations do not seem to compromise patients' safety and outcomes when performed by specialised endourologists.

  12. Education and solar conversion. Demonstrating electron transfer

    Energy Technology Data Exchange (ETDEWEB)

    Smestad, Greg P. [Institute of Physical Chemistry, ICP-2, Swiss Federal Institute of Technology, EPFL, CH-1015 Lausanne (Switzerland)

    1998-07-23

    A simplified solar cell fabrication procedure is presented that uses natural anthocyanin or chlorophyll dyes extracted from plants. This procedure illustrates how interdisciplinary science can be taught at lower division university and upper division high school levels for an understanding of renewable energy as well as basic science concepts. Electron transfer occurs on the Earth in the mitochondrial membranes found in living cells, and in the thylakoid membranes found in the photosynthetic cells of green plants. Since we depend on the results of this electron and energy transfer, e.g. in our use of petroleum and agricultural products, it is desirable to understand and communicate how the electron transfer works. The simplified solar cell fabrication procedure, based on nanocrystalline dye-sensitized solar cells, has therefore been developed so that it can be inexpensively reproduced and utilized in the teaching of basic principles in biology, chemistry, physics, and environmental science. A water-based solution of commercial nanocrystalline titanium dioxide (TiO{sub 2}) powder is used to deposit a highly porous semiconductor electron acceptor. This acceptor couples the light-driven processes occurring at an organic dye to the macroscopic world and an external electrical circuit. Materials science and semiconductor physics are emphasized during the deposition of the sintered TiO{sub 2} nanocrystalline ceramic film. Chelation, complexation and molecular self-assembly are demonstrated during the attachment of the dye molecule to the surface of the TiO{sub 2} semiconductor particles. Environmental chemistry and energy conversion can be linked to these concepts via the regenerative oxidation and reduction cycle found in the cell. The resulting device, made in under 3 h, can be used as a light detector or power generator that produces 0.4-0.5 V at open circuit, and 1-2 mA per square cm under solar illumination

  13. Breast Augmentation and Breast Reconstruction Demonstrate Equivalent Aesthetic Outcomes

    Science.gov (United States)

    Davis, Christopher R.; Nguyen, Dung H.

    2016-01-01

    Background: There is a perception that cosmetic breast surgery has more favorable aesthetic outcomes than reconstructive breast surgery. We tested this hypothesis by comparing aesthetic outcomes after breast augmentation and reconstruction. Methods: Postoperative images of 10 patients (cosmetic, n = 4; reconstructive, n = 6; mean follow-up, 27 months) were presented anonymously to participants who were blinded to clinical details. Participants were asked if they believed cosmetic or reconstructive surgery had been performed. Aesthetic outcome measures were quantified: (1) natural appearance, (2) size, (3) contour, (4) symmetry, (5) position of breasts, (6) position of nipples, (7) scars (1 = poor and 4 = excellent). Images were ranked from 1 (most aesthetic) to 10 (least aesthetic). Analyses included two-tailed t tests, Mann–Whitney U tests, and χ2 tests. Results: One thousand eighty-five images were quantified from 110 surveys (99% response rate). The accuracy of identifying cosmetic or reconstructive surgery was 55% and 59%, respectively (P = 0.18). Significantly more of the top 3 aesthetic cases were reconstructive (51% vs 49%; P = 0.03). Despite this, cases perceived to be reconstructive were ranked significantly lower (5.9 vs 5.0; P 0.05), with the exception of breast position that improved after reconstruction (2.9 vs 2.7; P = 0.009) and scars that were more favorable after augmentation (2.9 vs 3.1; P reconstructive breast surgery are broadly equivalent, though preconceptions influence aesthetic opinion. Plastic surgeons' mutually inclusive–reconstructive and aesthetic skill set maximizes aesthetic outcomes. PMID:27536490

  14. Financial Literacy, Financial Education, and Economic Outcomes

    Science.gov (United States)

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2013-01-01

    In this article, we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…

  15. Measuring Inclusive Education Outcomes in Alberta, Canada

    Science.gov (United States)

    Loreman, Tim

    2014-01-01

    This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for…

  16. Financial Literacy, Financial Education, and Economic Outcomes

    Science.gov (United States)

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2013-01-01

    In this article, we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…

  17. Organizational Contexts for Implementing Outcome Based Education

    Science.gov (United States)

    Mitchell, Douglas E.; Spady, William G.

    1978-01-01

    Failure in the areas of student social responsibility, social integration, and personal development has led schools to focus on various forms of outcome based education. In this article, three outcome based models are discussed in relation to the current surge of competency based educational programs. (GC)

  18. CURRICULUM ENRICHMENT FOR LEARNING OUTCOMES IN HIGHER EDUCATION

    OpenAIRE

    Dr. P. M. Suresh Kumar

    2016-01-01

    In higher education learning outcomes are the specifications of what a student should learn and demonstrate on successful completion of the course or the programme.  It could be seen as desired outcome of learning process more importantly in terms of acquisition of skills and knowledge.  The ultimate learning outcome may be reflected in the vision and mission of the institution like for example, developing younger generation into responsible citizens of the country with social sensitivity and...

  19. FINANCIAL LITERACY, FINANCIAL EDUCATION AND ECONOMIC OUTCOMES

    OpenAIRE

    Hastings, Justine S.; Brigitte C. Madrian; Skimmyhorn, William L.

    2013-01-01

    In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the extent to which a competitive market provides incentives for firms to educate consumers or offer products that facilitate informed choice. We revie...

  20. Poverty, education, race, and pregnancy outcome

    National Research Council Canada - National Science Library

    Savitz, David A; Kaufman, Jay S; Dole, Nancy; Siega-Riz, Anna Maria; Thorp, Jr, John M; Kaczor, Diane T

    2004-01-01

    .... We assessed pregnancy outcome by race, education, and income (poverty index), using data from the Pregnancy, Infection, and Nutrition Study, a cohort study of preterm birth in central North Carolina, using binomial regression...

  1. Educational Outcomes After Serving with Electronic Monitoring

    DEFF Research Database (Denmark)

    Larsen, Britt Østergaard

    2016-01-01

    Objectives The paper explores the effects of electronic monitoring (EM) on young offenders’ educational outcomes and contributes to the evaluation of EM as a non-custodial sanction with a new outcome measure. Methods The study is based on a natural experiment exploiting a reform in Denmark in 2006...... introducing electronic monitoring to all offenders under the age of 25 with a maximum prison sentence of 3 months. Information on program participation is used to estimate instrument variable models in order to assess the causal effects of EM on young offenders’ educational outcomes. The empirical analyses...

  2. Assessing Higher Education Learning Outcomes in Brazil

    Science.gov (United States)

    Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

    2013-01-01

    Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

  3. Age at pubertal onset and educational outcomes

    DEFF Research Database (Denmark)

    Essen, Emma von; Dreber, Anna; Ranehill, Eva

    2011-01-01

    Education has important short and long run implications for individual outcomes. In this paper we explore the association between age at pubertal onset and educational outcomes in a sample of Swedish girls. Previous research suggests that girls that mature earlier perform worse in school compared...... to girls that mature later. To test if this is also true among Swedish girls, we investigate the association between pubertal development and grades, educational aspirations and educational choice. We also investigate whether changes in risk attitudes, time preferences and priorities concerning school...... versus friends mediate this potential correlation. We confirm that earlier maturing girls have lower grades and lower educational aspirations, but find that they make educational choices similar to those of later maturing girls. Furthermore, we do not find that these differences in grades and aspirations...

  4. Lumbar disc herniation in the Spine Patient Outcomes Research Trial: does educational attainment impact outcome?

    Science.gov (United States)

    Olson, Patrick R; Lurie, Jon D; Frymoyer, John; Walsh, Thomas; Zhao, Wenyan; Morgan, Tamara S; Abdu, William A; Weinstein, James N

    2011-12-15

    Randomized trial with concurrent observational cohort. A total of 1171 patients were divided into subgroups by educational attainment: high school or less, some college, and college degree or above. To assess the influence of education level on outcomes for treatment of lumbar disc herniation. Educational attainment has been demonstrated to have an inverse relationship with pain perception, comorbidities, and mortality. The Spine Patient Outcomes Research Trial enrolled surgical candidates (imaging-confirmed disc herniation with at least 6 weeks of persistent signs and symptoms of radiculopathy) from 13 multidisciplinary spine clinics in 11 US states. Treatments were standard open discectomy versus nonoperative treatment. Outcomes were changes from baseline for 36-Item Short Form Health Survey (SF-36), bodily pain (BP), and physical function (PF) scales and the modified Oswestry Disability Index (ODI) at 6 weeks, 3 months, 6 months, and yearly through 4 years. Substantial improvement was seen in all patient cohorts. Surgical outcomes did not differ by level of education. For nonoperative outcomes, however, higher levels of education were associated with significantly greater overall improvement over 4 years in BP (P = 0.007), PF (P = 0.001), and ODI (P = 0.003). At 4 years a "dose-response" type relationship was shown for BP (high school or less = 25.5, some college = 31, and college graduate or above = 36.3, P = 0.004) and results were similar for PF and ODI. The success of nonoperative treatment in the more educated cohort resulted in an attenuation of the relative benefit of surgery. Patients with higher educational attainment demonstrated significantly greater improvement with nonoperative treatment while educational attainment was not associated with surgical outcomes.

  5. Measuring Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2003-01-01

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes...... is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts or processes) and procedural knowledge (intellectual skills). The study uses a multitude of measures based on a hierarchical separation of intellectual skills originally suggested by Gagné (1984...

  6. Educational Outcomes After Serving with Electronic Monitoring

    DEFF Research Database (Denmark)

    Larsen, Britt Østergaard

    2016-01-01

    introducing electronic monitoring to all offenders under the age of 25 with a maximum prison sentence of 3 months. Information on program participation is used to estimate instrument variable models in order to assess the causal effects of EM on young offenders’ educational outcomes. The empirical analyses......Objectives The paper explores the effects of electronic monitoring (EM) on young offenders’ educational outcomes and contributes to the evaluation of EM as a non-custodial sanction with a new outcome measure. Methods The study is based on a natural experiment exploiting a reform in Denmark in 2006...... are based on a comprehensive longitudinal dataset (n = 1013) constructed from multiple official administrative registers and including a high number of covariates. Results The EM-program increases the completion rates of upper secondary education by 18 % points among program participants 3 years post...

  7. Measuring Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. Sensible measures are needed by educators in order to (1) chose teaching methods matching prerequisite skills among a heterogeneous student body......-order-rules. This paper presents data collected in 1999-2000 including 75 graduate students representing both types of schema. The study provides evidence, which confirms an interrelationship between declarative and procedural knowledge in auditing. The hypotheses are tested by traditional ANOVAs, and have been confirmed...

  8. Three Soil Quality Demonstrations for Educating Extension Clientele

    Science.gov (United States)

    Hoorman, James J.

    2014-01-01

    There is a renewed interest in educating youth, Master Gardeners, and agricultural producers about soil quality. Three soil demonstrations show how soil organic matter increases water holding capacity, improves soil structure, and increases nutrient retention. Exercise one uses clay bricks and sponges to represent mineral soils and soil organic…

  9. Three Soil Quality Demonstrations for Educating Extension Clientele

    Science.gov (United States)

    Hoorman, James J.

    2014-01-01

    There is a renewed interest in educating youth, Master Gardeners, and agricultural producers about soil quality. Three soil demonstrations show how soil organic matter increases water holding capacity, improves soil structure, and increases nutrient retention. Exercise one uses clay bricks and sponges to represent mineral soils and soil organic…

  10. NATIONAL WORKSHOP ON EDUCATIONAL MEDIA DEMONSTRATIONS. FINAL REPORT.

    Science.gov (United States)

    KEMP, JERROLD E.

    THIS REPORT SUMMARIZES THE PROCEDURES UNDER WHICH THE WORKSHOP ON EDUCATIONAL MEDIA DEMONSTRATIONS WAS CONDUCTED AND SERVES AS A MODEL FOR PLANNING AND EXECUTING LOCAL WORKSHOP PROJECTS. THE OBJECTIVES OF THE NATIONAL WORKSHOP WERE (1) TO DEVELOP TEAMS PREPARED TO GIVE PRESENTATIONS OF THE APPLICATIONS OF NEW MEDIA AND (2) TO PLAN AND PRODUCE A…

  11. Lunar and Planetary Science XXXV: Education Programs Demonstrations

    Science.gov (United States)

    2004-01-01

    Reports from the session on Education Programs Demonstration include:Hands-On Activities for Exploring the Solar System in K-14; Formal Education and Informal Settings;Making Earth and Space Science and Exploration Accessible; New Thematic Solar System Exploration Products for Scientists and Educators Engaging Students of All Ages with Research-related Activities: Using the Levers of Museum Reach and Media Attention to Current Events; Astronomy Village: Use of Planetary Images in Educational Multimedia; ACUMEN: Astronomy Classes Unleashed: Meaningful Experiences for Neophytes; Unusual Guidebook to Terrestrial Field Work Studies: Microenvironmental Studies by Landers on Planetary Surfaces (New Atlas in the Series of the Solar System Notebooks on E tv s University, Hungary); and The NASA ADS: Searching, Linking and More.

  12. Native Americans with Disabilities: Postsecondary Education Outcomes

    Science.gov (United States)

    Graham, Deborah J.; Eadens, Daniel W.

    2017-01-01

    This correlation study examined relationships between special education and standardized testing variables of 100 Arizona secondary school districts with Native American populations, and the archival records for postsecondary outcomes between 2012 and 2014 of students with disabilities, using archival data collected by the Arizona Department of…

  13. Beyond Traditional Outcome-Based Education.

    Science.gov (United States)

    Spady, William G.; Marshall, Kit J.

    1991-01-01

    Transitional outcome-based education lies in the twilight zone between traditional subject matter curriculum structures and planning processes and the future-role priorities inherent in transformational OBE. Districts go through incorporation, integration, and redefinition stages in implementing transitional OBE. Transformational OBE's guiding…

  14. The Development of NOAA Education Common Outcome Performance Measures (Invited)

    Science.gov (United States)

    Baek, J.

    2013-12-01

    of an individual program, but does reflect a variety of contributions along a single dimension across a large portfolio of programs. The process has ended up pushing our working group to call for even more measures, to capture an increasing number of dimensions that reflect the nature of the portfolio of programs. This past year we have been working on developing two sets of common outcome performance measures for professional development (PD) and stewardship education programs. The outcome we chose for PD programs was the use of what was learned in the educator's practice. The outcome we chose for stewardship programs was the stewardship behaviors that participants learn and practice. The measurement of these outcomes will inform whether our strategies are having their intended impact. By knowing how and how much these outcomes are occurring as a result of our program, we can improve program performance over time. The common outcome performance measures help demonstrate how these programs engage audiences in supporting NOAA's mission. As AGU climate literacy community continues to grow, it is important to consider an approach to demonstrate the community's contribution to the Nation's climate literacy. Development of common outcome performance measures is one approach that could help focus the community in meeting its goals.

  15. Poverty, education, race, and pregnancy outcome.

    Science.gov (United States)

    Savitz, David A; Kaufman, Jay S; Dole, Nancy; Siega-Riz, Anna Maria; Thorp, John M; Kaczor, Diane T

    2004-01-01

    Few studies have considered the differing impact of socioeconomic factors on pregnancy outcomes among racial subgroups. We assessed pregnancy outcome by race, education, and income (poverty index), using data from the Pregnancy, Infection, and Nutrition Study, a cohort study of preterm birth in central North Carolina, using binomial regression. Poverty was associated with an increased risk of preterm birth only among African Americans with 12 or more years of education (RR=1.6, 95% CI: 1.1, 2.2). White participants with both a low level of education and an income below the poverty line were at increased risk of preterm birth (RR=1.7, 95% CI: 1.1, 2.7). White women with 12 or more years of education had increased risk of small-for-gestational-age birth (SGA, defined as poverty status (RR=1.7, 95% CI: 1.1, 2.7). Socioeconomic indicators appear to have complex joint effect patterns among racial subgroups, perhaps because the material and psychological implications of education and income status differ between groups.

  16. Low-E Retrofit Demonstration and Educational Program

    Energy Technology Data Exchange (ETDEWEB)

    Culp, Thomas D [Birch Point Consulting LLC; Wiehagen, Joseph [Home Innovation Research Labs, Inc.; Drumheller, S Craig [Home Innovation Research Labs, Inc.; Siegel, John [Quanta Technologies Inc.; Stratmoen, Todd [Larson Manufacturing

    2013-11-16

    The objective of this project was to demonstrate the capability of low-emissivity (low-E) storm windows / panels and low-E retrofit glazing systems to significantly and cost effectively improve the energy efficiency of both existing residential and commercial buildings. The key outcomes are listed below: RESIDENTIAL CASE STUDIES: (a) A residential case study in two large multifamily apartment buildings in Philadelphia showed a substantial 18-22% reduction in heating energy use and a 9% reduction in cooling energy use by replacing old clear glass storm windows with modern low-E storm windows. Furthermore, the new low-E storm windows reduced the overall apartment air leakage by an average of 10%. (b) Air leakage testing on interior low-E panels installed in a New York City multifamily building over windows with and without AC units showed that the effective leakage area of the windows was reduced by 77-95%. (c) To study the use of low-E storm windows in a warmer mixed climate with a balance of both heating and cooling, 10 older homes near Atlanta with single pane windows were tested with three types of exterior storm windows: clear glass, low-E glass with high solar heat gain, and low-E glass with lower solar heat gain. The storm windows significantly reduced the overall home air leakage by an average of 17%, or 3.7 ACH50. Considerably high variability in the data made it difficult to draw strong conclusions about the overall energy usage, but for heating periods, the low-E storm windows showed approximately 15% heating energy savings, whereas clear storm windows were neutral in performance. For cooling periods, the low-E storm windows showed a wide range of performance from 2% to over 30% cooling energy savings. Overall, the study showed the potential for significantly more energy savings from using low-E glass versus no storm window or clear glass storm windows in warmer mixed climates, but it is difficult to conclusively say whether one type of low-E performed

  17. 75 FR 6192 - Office of Elementary and Secondary Education Indian Education-Demonstration Grants for Indian...

    Science.gov (United States)

    2010-02-08

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education Indian Education-- Demonstration Grants for Indian Children...: February 3, 2010. Thelma Mel ndez de Santa Ana, Assistant Secretary for Elementary and Secondary...

  18. Empowering Students through Outcome-Based Education (OBE)

    Science.gov (United States)

    Kaliannan, Maniam; Chandran, Suseela Devi

    2012-01-01

    There has been greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured based on tangible performance indicators and intangible students' outcome known as outcome-based education (OBE). Universiti Teknologi MARA Malaysia has implemented an OBE system…

  19. Education and labour market outcomes in Romania

    Directory of Open Access Journals (Sweden)

    Laura DIACONU (MAXIM

    2014-06-01

    Full Text Available Education plays a central role in preparing individuals to enter the labour market, by offering them the opportunity to improve and increase their amount of knowledge, skills and abilities. Considering this aspect, the purpose of our study is to identify and analyse the relationship that exists between the educational stock, as a measure of the quality, quantity and availability of human resources, and the labour markets’ outcomes in Romania. In order to reach this goal, we have conducted an analysis of the secondary data offered by the specialized literature. These secondary sources included various statistical yearbooks and reports, as well as different scientific researches. The results of our study show that, in Romania, the level of education is positively linked not only to the employment rate but also to the income level.

  20. K-12 Educational Outcomes of Immigrant Youth

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth Lopez Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across…

  1. Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes

    Science.gov (United States)

    Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah

    2008-01-01

    The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

  2. Educational attainment moderates the associations of diabetes education with health outcomes.

    Science.gov (United States)

    Kim, Su Hyun

    2016-10-01

    Diabetes education is a critical element of care for people with diabetes. However, the associations between diabetes education and self-care or health outcomes have not been clearly demonstrated at a national level. The aims of this study were to examine the associations of attendance of diabetes education classes with health behaviours and glycaemic control, and to understand whether these associations were moderated by level of educational attainment. Data were analysed for 456 adults from the 2012 Korea National Health and Nutrition Examination Survey V, collected from January 2010 to December 2012. No significant differences were observed between patients who had attended diabetes education classes and those who had never attended for factors such as smoking, drinking, exercise, nutrition therapy or glycaemic control. There was a significant interaction effect between receiving diabetes education and level of educational attainment on obtaining optimal glycaemic control. Attending diabetes education was positively associated with optimal glycaemic control among patients with more than a high school education but was negatively associated with it among those with less than middle school education. Diabetes education programmes need to be tailored to the needs and cognitive capacities of the target population.

  3. Multiple intelligences and outcomes based education

    Directory of Open Access Journals (Sweden)

    Elaine Ridge

    2008-08-01

    Full Text Available This article explores the reasons that make it advantageous to develop learning programmes which draw on the theory of multiple intelligences (MI. A unitary view of intelligence privileges analytic/linguisticallygifted learners. The theory of MI, on the other hand, takes account of the diversity of learners and challenges educators to provide opportunities for them to use their varied intelligences.The outline of each of the eight intelligences demonstratesthe many ways in which learners can demonstrate their ability to excel. Application of these insights can complement the kind of transformatoryeducation envisaged in the Department of Education policy documents. MI translated into school practice has taken a variety of forms: project-basedapproaches, interdisciplinarycurriculums, entry points to lesson plans and complex assessments are only some of these. Ordinary classroom teachers can create diverse opportunities for all learners to enjoy a high measure of success.Hierdie artikel ondersoek die redes waarom dit voordelig is om leerprogramme te ontwikkel wal gebaseer is op idees uit die leorie van meervoudige intelligensies (MI.'n Unitêre siening van intelligensiebevoordeel analities- en taalbegaafde-leerders.Die MI-teorie, daarenleen neem die ongelyksoortigheidvan die leerders in ag en daag opvoeders uit om geleenthede te skep vir die leerlinge om verskeie van hulle intelligensies te gebruik. Die omskrywing van elk van die agt soorte intelligensies demonstreer die talryke-maniere waarop leerders hulle vermoë om uit te blink kan bewys.Die toepassing van hierdie insigte kan bydra tot die transformerendeaard van die opvoeding wat met die Departmentvan Opvoedkunde se beleidsdokumentebeoog word.MI toegepas in skoolpraktykneem verskillendevorms aan: projek-gebaseerdebenaderinge;interdissiplinêrekurrikulums; loelreepunte vir lesplanne en veelsydige assessering, om maar 'n paar te noem.Gewone klas-onderwysers kan 'n verskeidenheid geleenthede skep

  4. Low-E Retrofit Demonstration and Educational Program

    Energy Technology Data Exchange (ETDEWEB)

    Culp, Thomas D [Birch Point Consulting LLC; Wiehagen, Joseph [Home Innovation Research Labs, Inc.; Drumheller, S Craig [Home Innovation Research Labs, Inc.; Siegel, John [Quanta Technologies Inc.; Stratmoen, Todd [Larson Manufacturing

    2013-11-16

    The objective of this project was to demonstrate the capability of low-emissivity (low-E) storm windows / panels and low-E retrofit glazing systems to significantly and cost effectively improve the energy efficiency of both existing residential and commercial buildings. The key outcomes are listed below: RESIDENTIAL CASE STUDIES: (a) A residential case study in two large multifamily apartment buildings in Philadelphia showed a substantial 18-22% reduction in heating energy use and a 9% reduction in cooling energy use by replacing old clear glass storm windows with modern low-E storm windows. Furthermore, the new low-E storm windows reduced the overall apartment air leakage by an average of 10%. (b) Air leakage testing on interior low-E panels installed in a New York City multifamily building over windows with and without AC units showed that the effective leakage area of the windows was reduced by 77-95%. (c) To study the use of low-E storm windows in a warmer mixed climate with a balance of both heating and cooling, 10 older homes near Atlanta with single pane windows were tested with three types of exterior storm windows: clear glass, low-E glass with high solar heat gain, and low-E glass with lower solar heat gain. The storm windows significantly reduced the overall home air leakage by an average of 17%, or 3.7 ACH50. Considerably high variability in the data made it difficult to draw strong conclusions about the overall energy usage, but for heating periods, the low-E storm windows showed approximately 15% heating energy savings, whereas clear storm windows were neutral in performance. For cooling periods, the low-E storm windows showed a wide range of performance from 2% to over 30% cooling energy savings. Overall, the study showed the potential for significantly more energy savings from using low-E glass versus no storm window or clear glass storm windows in warmer mixed climates, but it is difficult to conclusively say whether one type of low-E performed

  5. Outcomes-based curriculum development and student evaluation in nursing education.

    Science.gov (United States)

    Kim, Hesook Suzie

    2012-12-01

    A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. A curriculum development model has been developed analytically based on the literature and experiences. A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

  6. Family, Community, and Educational Outcomes in South Asia

    Science.gov (United States)

    Chudgar, Amita; Shafiq, M. Najeeb

    2010-01-01

    In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children's educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At…

  7. Sex Education Attitudes and Outcomes among North American Women

    Science.gov (United States)

    Williams, Monnica T.; Bonner, Laura

    2006-01-01

    Attitudes and outcomes of sex education received by North American women are examined via an Internet survey (N = 1,400). Mean age was 19.5, with 24% reporting one or more unplanned pregnancies. Women were more satisfied with sex education from informal sources than from parents, schools, and physicians. Those receiving sex education from parents…

  8. Educational Outcomes at Historically Black Colleges and Universities

    Directory of Open Access Journals (Sweden)

    Kathryn Simms

    2014-04-01

    Full Text Available This study assessed variability in Historically Black Colleges and Universities’ (HBCUs educational outcomes. Analyses were conducted on two nationally representative databases via hierarchical linear and nonlinear modeling. Intraclass correlation coefficients for HBCUs were compared with those of (a a random sample—theorized to have no systematic similarity in educational outcomes to HBCUs and (b a sample of other Predominately Black Institutions (PBIs. Findings indicate that HBCUs’ educational outcomes were generally more cohesive than those of the random sample, and this cohesiveness followed a different pattern than the cohesiveness of outcomes at other PBIs. On the whole, then, this study suggests that educational outcomes at HBCUs are cohesive and distinct from other institutional groups.

  9. Outcomes in registered, ongoing randomized controlled trials of patient education.

    Directory of Open Access Journals (Sweden)

    Cécile Pino

    Full Text Available BACKGROUND: With the increasing prevalence of chronic noncommunicable diseases, patient education is becoming important to strengthen disease prevention and control. We aimed to systematically determine the extent to which registered, ongoing randomized controlled trials (RCTs evaluated an educational intervention focus on patient-important outcomes (i.e., outcomes measuring patient health status and quality of life. METHODS: On May 6, 2009, we searched for all ongoing RCTs registered in the World Health Organization International Clinical Trials Registry platform. We used a standardized data extraction form to collect data and determined whether the outcomes assessed were 1 patient-important outcomes such as clinical events, functional status, pain, or quality of life or 2 surrogate outcomes, such as biological outcome, treatment adherence, or patient knowledge. PRINCIPAL FINDINGS: We selected 268 of the 642 potentially eligible studies and assessed a random sample of 150. Patient-important outcomes represented 54% (178 of 333 of all primary outcomes and 46% (286 of 623 of all secondary outcomes. Overall, 69% of trials (104 of 150 used at least one patient-important outcome as a primary outcome and 66% (99 of 150 as a secondary outcome. Finally, for 31% of trials (46 of 150, primary outcomes were only surrogate outcomes. The results varied by medical area. In neuropsychiatric disorders, patient important outcomes represented 84% (51 of 61 of primary outcomes, as compared with 54% (32 of 59 in malignant neoplasm and 18% (4 of 22 in diabetes mellitus trials. In addition, only 35% assessed the long-term impact of interventions (i.e., >6 months. CONCLUSIONS: There is a need to improve the relevance of outcomes and to assess the long term impact of educational interventions in RCTs.

  10. Innovative Outcome Assessment in Graduate Business Education and Continuous Improvement

    Directory of Open Access Journals (Sweden)

    Chattopadhyay Satya P.

    2014-11-01

    Full Text Available The changed environment of global economy with painful austerity and restructuring measures causing severe economic dislocations in many diverse parts of the world have brought into focus the usefulness and value of management education in general and graduate management education in particular. The various accrediting bodies in America, Europe and Asia in recent years have shifted their emphasis to ensuring that learning outcomes of students in the program are tied to the goals and missions of the academic institution and meet the needs of the external partners of the academic enterprise that the students go on to serve. This has resulted in rapid advances in the field of innovative outcome assessment, and measurement of competency in performing higher order tasks as well as demonstration of traits related to successful transition into the business world and contribution to the success of the enterprise where the students are employed. The mere assessment/measurement of traits is not the end, but rather the first step in the cycle of continuous improvement in the tradition of the Plan-Do-Study-Act tradition of TQM. The goal is to identify shortcomings or opportunities for improvement via the assessment process and then to “close the loop” by introducing planned changes to improve system performance.

  11. K–12 Educational Outcomes of Immigrant Youth

    Science.gov (United States)

    Crosnoe, Robert; López Turley, Ruth N.

    2017-01-01

    Summary The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K–12 educational system. Robert Crosnoe and Ruth López Turley summarize these K–12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths’ English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially

  12. Nutrition education and anaemia outcome in inner city black children

    African Journals Online (AJOL)

    Seugnet

    Nutrition education and anaemia outcome in inner city black children ... ISSN 0378-5254 Journal of Family Ecology and Consumer Sciences, Vol 32, 2004 ... sessions conducted by trained dietetic students, ...... National Academy Press.

  13. nequalities in Educational Outcomes: How Important is the Family?

    DEFF Research Database (Denmark)

    Smith, Nina; Bredtmann, Julia

    In this paper, we investigate sibling correlations in educational outcomes, which serve as a broad measure of the importance of family and community background. Making use of rich longitudinal survey and register data for Denmark, our main aim is to identify the parental background characteristics...... that are able to explain the resemblance in educational outcomes among siblings. We find sibling correlations in educational outcomes in the range of 15 to 33 percent, suggesting that up to a third of the variation in educational achievement can be explained by family and community background. Our results...... further reveal that parents' socio-economic background can account for a large part of the sibling correlation. Other family characteristics such as family structure, the incidence of social problems, and parents' educational preferences also play a role, though these factors only contribute to explaining...

  14. PISA Proficiency Scores Predict Educational Outcomes

    Science.gov (United States)

    Fischbach, Antoine; Keller, Ulrich; Preckel, Franzis; Brunner, Martin

    2013-01-01

    The "Programme for International Student Assessment" (PISA) examines the extent to which 15-year-old students who are near the end of compulsory education have acquired some of the competencies essential for participation in the labor market and society. Given that this participation hinges on educational attainment, it is crucial to…

  15. From Expectations to Outcomes in Education Systems.

    Science.gov (United States)

    Dale, Roger

    1981-01-01

    Correspondence theories imply that the social relations of education correspond to the social relations of dominance and subordination in the economic sphere. One limitation of the criticisms of this principle is that they are restricted to the relationship between school and work and do not investigate the link between education and the wider…

  16. environmental education and outcomes-based education in south ...

    African Journals Online (AJOL)

    the new outcomes-based curriculum (OBE) for South Africa. Many members of the .... cial representation on the national Learning Area. Committee (LAC) for Human ..... him knowledge is an open-ended inquiry, not some outcome to ultimately.

  17. Recent Research on Labor Market Outcomes of Secondary Vocational Education.

    Science.gov (United States)

    Lewis, Morgan V.

    This paper synthesizes the results of recent research on the labor market outcomes associated with participation in secondary vocational education. It is based on 10 studies conducted with national data and reported since passage of the 1976 amendments to the Vocational Education Act of 1963. Despite the problems of analyzing vocational outcomes…

  18. Well-Being: An Essential Outcome for Higher Education

    Science.gov (United States)

    Finley, Ashley

    2016-01-01

    For over a decade, the national Bringing Theory to Practice (BTtoP) project has promoted the idea that well-being is an essential outcome of college students' learning and civic engagement. The project emphasizes the full promise of a liberal education: to be liberally educated is to possess the complex skills and abilities necessary for…

  19. Indigenous Education 1991-2000: Documents, Outcomes and Governments

    Science.gov (United States)

    Gunstone, Andrew

    2012-01-01

    There is often a disparity in Indigenous Affairs between many documents, such as policies, reports and legislation, and outcomes. This article explores this difference through analysing the policy area of Indigenous education during the period of 1991 to 2000. I examine three key documents relating to Indigenous education. These are the…

  20. Outcome-Based Education: Critical Issues and Answers.

    Science.gov (United States)

    Spady, William G.

    Outcome-based education (OBE) means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This book examines the issues critical to understanding and implementing OBE. Chapter 1 addresses a range of issues related to the…

  1. Ascertaining educational outcomes after assessment in children with learning disorders.

    Science.gov (United States)

    Waber, Deborah P; Boiselle, Ellen C; Girard, Jonathan M; Amaral, Joseph L; Forbes, Peter W

    2017-01-01

    To survey educational outcomes after an interdisciplinary, neuropsychologically based team assessment for learning disorders. Parents of 137 children who underwent a comprehensive interdisciplinary neuropsychologically based assessment for learning problems completed an online survey one to four years later. Questions pertained broadly to school outcomes: positive or negative school responses, changes in special education services, and parental perceptions about the helpfulness of those services. These outcomes were examined in relation to demographic characteristics and parent satisfaction with the evaluation. We also obtained recent performance on state-based academic testing for descriptive purposes. Parents reported that schools generally responded positively (78%), and 70% reported that their children had access to more or different special education services after the evaluation. Parents nearly uniformly (98%) viewed these services as helpful. Positive changes in education services were related to income (lower income received more services, p learning problems.

  2. 75 FR 14582 - Office of Special Education and Rehabilitative Services-Special Demonstration Programs-Model...

    Science.gov (United States)

    2010-03-26

    ... Office of Special Education and Rehabilitative Services--Special Demonstration Programs--Model...) Served by State Vocational Rehabilitation (VR) Agencies AGENCY: Office of Special Education and... Domestic Assistance (CFDA) Number: 84.235L. SUMMARY: The Assistant Secretary for Special Education and...

  3. 75 FR 47798 - Office of Special Education and Rehabilitative Services-Special Demonstration Programs-Model...

    Science.gov (United States)

    2010-08-09

    ... Office of Special Education and Rehabilitative Services--Special Demonstration Programs--Model...) Served by State Vocational Rehabilitation (VR) Agencies AGENCY: Office of Special Education and... Assistance (CFDA) Number: 84.235L. SUMMARY: The Assistant Secretary for Special Education and Rehabilitative...

  4. Learning outcomes for interprofessional education (IPE): Literature review and synthesis.

    Science.gov (United States)

    Thistlethwaite, Jill; Moran, Monica

    2010-09-01

    As part of a World Health Organization (WHO) initiative we searched the literature to explore defined learning outcomes for interprofessional education between 1988, when the last WHO technical report on interprofessional education was published, and 2009. We describe and synthesize findings from 88 citations over this 21 year period. There is a variety in the way learning outcomes are presented but there are many similarities between specific outcomes and/or objectives. Papers describing educational interventions do not always include specific outcomes or objectives. Our findings have been integrated into a list of learning outcomes with six categories for further debate and discussion. This project is part of a wider initiative initiated by the WHO in 2007 to review the current position of interprofessional education worldwide. It is also a sub-project of a learning and teaching grant funded by the Carrick Institute for Learning and Teaching within Australia. In this paper we use the CAIPE definition of interprofessional education: "Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (Barr, 2002 ).

  5. High Performance Education. Porsche Shares Outcomes-Based Model with Teachers.

    Science.gov (United States)

    Luft, Vernon

    1994-01-01

    The Porsche model of outcome-based education in its auto technician training program was adapted by vocational instructors in Nevada. Its effectiveness derives from pretesting, teaching with demonstrations, student practice with peer coaching, performance measurement, and reteaching and retesting. (SK)

  6. Higher Education Learning Outcomes and Their Ambiguous Relationship to Disciplines and Professions

    Science.gov (United States)

    Michelsen, Svein; Vabø, Agnete; Kvilhaugsvik, Hanne; Kvam, Endre

    2017-01-01

    This article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of…

  7. Measuring Learning Outcomes. A Learner Perspective in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2000-01-01

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. Sensible measures are needed by educators in order to (1) chose teaching methods matching prerequisite skills among a heterogenous student body, (2......-order-rules. This paper presents data collected in September 1999 including 34 graduate students representing both types of schema. The study provides evidence, which confirms an interrelationship between declarative and procedural knowledge in auditing. The findings suggest that the student-mass, to some extent, is able...

  8. Measuring Learning Outcomes. A Learner Perspective in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. Sensible measures are needed by educators in order to (1) chose teaching methods matching prerequisite skills among a heterogenous student body, (2......-order-rules. This paper presents data collected in September 1999 including 34 graduate students representing both types of schema. The study provides evidence, which confirms an interrelationship between declarative and procedural knowledge in auditing. The findings suggest that the student-mass, to some extent, is able...

  9. Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes.

    Science.gov (United States)

    Wong, Brian M; Holmboe, Eric S

    2016-04-01

    The current health care delivery model continues to fall short in achieving the desired patient safety and quality-of-care outcomes for patients. And, until recently, an explicit acknowledgment of the role and influence of the clinical learning environment on professional development had been missing from physician-based competency frameworks. In this Perspective, the authors explore the implications of the insufficient integration of education about patient safety and quality improvement by academic faculty into the clinical learning environment in many graduate medical education (GME) programs, and the important role that academic faculty need to play to better align the educational and clinical contexts to improve both learner and patient outcomes. The authors propose a framework that closely aligns the educational and clinical contexts, such that both educational and clinical outcomes are centered around the patient. This will require a reorganization of academic faculty perspective and educational design of GME training programs that recognizes that (1) the dynamic interplay between the faculty, learner, training program, and clinical microsystem ultimately influences the quality of physician that emerges from the training program and environment, and (2) patient outcomes relate to the quality of education and the success of clinical microsystems. To enable this evolution, there is a need to revisit the core competencies expected of academic faculty, implement innovative faculty development strategies, examine closely faculty's current clinical super vision practices, and establish a training environment that supports bridging from clinician to educator, training program to clinical microsystem, and educational outcomes to clinical outcomes that benefit patients.

  10. FUNDAMENTAL VIEW OF THE OUTCOMES OF ENTREPRENEURSHIP EDUCATION

    OpenAIRE

    Inna Kozlinska

    2012-01-01

    The research paper presents a holistic framework of the outcomes of entrepreneurship education (EE) at educational and socio-economic levels. Employing the general scientific research methods, monograph and logical construction, the author investigates the fundamental origins of the European Competence Framework for entrepreneurial learning and identifies a scientific justification for its implementation. This work is also the first to exploit an integral view of entrepreneurship as a combina...

  11. Outcomes Based Education? Rethinking the Provision of Compulsory Education in Western Australia

    Science.gov (United States)

    Berlach, Richard G.; McNaught, Keith

    2007-01-01

    Outcomes based education (OBE), which emphasises a radical reinterpretation of the enterprise of education, is a phenomenon enveloping the Australian compulsory education sector. This paper examines the theoretical tenets of OBE as articulated by its chief exponent, William Spady. It then explores the effects that OBE implementation is having on…

  12. Outcomes from Wraparound and Multisystemic Therapy in a Center for Mental Health Services System-of-Care Demonstration Site

    Science.gov (United States)

    Stambaugh, Leyla Faw; Mustillo, Sarah A.; Burns, Barbara J.; Stephens, Robert L.; Baxter, Beth; Edwards, Dan; DeKraai, Mark

    2007-01-01

    This study examined outcomes for 320 youth in a Center for Mental Health Services system-of-care demonstration site. Youth received wraparound-only (n = 213), MST-only (n = 54), or wraparound + MST (n = 53). Participants were 12 years old on average and mostly White (90%), and 75% were Medicaid-eligible. Service use and functional and clinical…

  13. Corruption and Educational Outcomes: Two Steps Forward, One Step Back

    Science.gov (United States)

    Huang, Francis Lim

    2008-01-01

    Corruption is a problem that continues to plague developed and developing countries worldwide. Previous studies have explored the negative implications of corruption on several aspects of human development, but, despite its serious and long-lasting consequences, the impact of corruption on educational outcomes has started to receive attention only…

  14. The Impact of Chile's School Feeding Program on Education Outcomes

    Science.gov (United States)

    McEwan, Patrick J.

    2013-01-01

    Chile operates one of the oldest and largest school feeding programs in Latin America, targeting higher-calorie meals to relatively poorer schools. This paper evaluates the impact of higher-calorie meals on the education outcomes of public, rural schools and their students. It applies a regression-discontinuity design to administrative data,…

  15. Economic Analysis of World Bank Education Projects and Project Outcomes

    Science.gov (United States)

    Vawda, Ayesha Yaqub; Moock, Peter; Gittinger, J. Price; Patrinos, Harry Anthony

    2003-01-01

    This paper tests the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis. Analysis shows a strong relationship between the quality of cost-benefit analysis and cost-effectiveness analysis and the quality of project outcomes. Economic…

  16. Globalization, Learning Outcomes, and Possibilities for Theological Education

    Science.gov (United States)

    Buhrman, William D.

    2011-01-01

    Respecting religious diversity while also staying true to the role of faith in theological practice remains a challenge in contemporary education. This is made more complex by the role of learning outcomes to assess student learning. This article first emphasizes the role of faith in theological discourse and then raises questions about the nature…

  17. Migration, Remittances and Educational Outcomes: The Case of Haiti

    Science.gov (United States)

    Bredl, Sebastian

    2011-01-01

    This paper empirically investigates how migration and the receipt of remittances affect educational outcomes in Haiti. Based on a theoretical approach it tries to disentangle the effects of both phenomena that have mostly been jointly modeled in previous literature. The results suggest that remittances play an important role for poor households in…

  18. Modifying Softball for Maximizing Learning Outcomes in Physical Education

    Science.gov (United States)

    Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue

    2014-01-01

    Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…

  19. Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

    Science.gov (United States)

    Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

    2013-01-01

    This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

  20. Migration, Remittances and Educational Outcomes: The Case of Haiti

    Science.gov (United States)

    Bredl, Sebastian

    2011-01-01

    This paper empirically investigates how migration and the receipt of remittances affect educational outcomes in Haiti. Based on a theoretical approach it tries to disentangle the effects of both phenomena that have mostly been jointly modeled in previous literature. The results suggest that remittances play an important role for poor households in…

  1. Design principles and outcomes of peer assessment in higher education

    NARCIS (Netherlands)

    van den Berg, I.; Admiraal, W.; Pilot, A.

    2006-01-01

    Design principles and outcomes of peer assessment in higher education This study aims to find effective designs of peer assessment of written assignments in the context of university teaching. To discover features yielding optimal results, several designs of peer assessment were developed, implement

  2. Australia's Adoption of Outcomes Based Education: A Critique

    Science.gov (United States)

    Donnelly, Kevin

    2007-01-01

    Since the development of the Keating Government's national statements and profiles, during the early to mid 90s, all Australian states and territories, to a greater or lesser degree, have adopted an outcomes-based education approach to school curriculum. Drawing on the writings of the US academic, William Spady, and in opposition to the more…

  3. Educational Outcomes: Their Impact on Graduate Pediatric Dentistry Education.

    Science.gov (United States)

    Adair, Steven M.

    1990-01-01

    Six outcomes of professional competence that can be applied to postdoctoral pediatric dentistry training are: conceptual, contextual, technical, interpersonal communications, integrative, and adaptive competence. Questionnaire-type surveys are probably the best means of assessing the contextual, interpersonal, and adaptive competencies of…

  4. Assessing outcomes of industrial hygiene graduate education.

    Science.gov (United States)

    Brosseau, Lisa; Fredrickson, Ann

    2009-05-01

    To ensure that industrial hygiene professionals continue to be prepared for current and future trends, it is important to regularly assess the value of their education. Described here are the results of discussions with employers and a mailed survey of graduates. Comparisons are made with past mailed surveys of both groups. Two sets of discussions were held in late 2005 with employers of industrial hygienists and other health and safety professionals. Twenty-eight participants were asked to discuss current and future needs for professionals in their organization and economic sector, their expectations for knowledge and skills when hiring professionals, methods for finding and hiring, and the importance of ABET accreditation. At the same time, a survey was mailed to 71 industrial hygiene students graduating in the last 15 years. Respondents were asked to rank the value of and their proficiency in 42 competencies. Questions also assessed employment experience, certification, the importance of ABET accreditation, and demographic characteristics. There was a lot of agreement between the two stakeholder groups (employers and graduates) about the most important skill and knowledge areas. Most employers identified communicating effectively and exposure assessment among the most important skills, with designing and initiating research as among the least. Hazard recognition, exposure measurement principles, and personal protective equipment were the most highly ranked knowledge areas. Employers discussed the need for good "business skills" such as teamwork, communication, and project management, and the importance of problem-solving skills. Graduates reported that skills in the areas of recognition, evaluation, and control were most valuable in their first jobs and generally reported high levels of proficiency in these skill areas. There was a similar dichotomy in opinions about accreditation within each stakeholder group. The reputation of the academic program was

  5. Outcomes of dental hygiene baccalaureate degree education in Canada.

    Science.gov (United States)

    Kanji, Zul; Sunell, Susanne; Boschma, Geertje; Imai, Pauline; Craig, Bonnie J

    2011-03-01

    There is little published literature about the outcomes of dental hygiene baccalaureate degree education, particularly in Canada. Since there are various dental hygiene entry-to-practice educational models in Canada, exploring baccalaureate dental hygiene education is becoming an increasingly important subject. The purpose of this study was to explore the personal outcomes and dental hygiene practice outcomes of dental hygiene degree-completion education in Canada from the perspectives of diploma dental hygienists who have continued their education to the bachelor's degree level. This study employed a qualitative phenomenological design, using a maximum variation purposeful sampling strategy. Data generation occurred with sixteen dental hygienists across Canada through individual semistructured interviews. Interviews were audiorecorded, transcribed verbatim, and coded for data analysis, involving pattern recognition and thematic development. Themes that emerged included changes in self-perception, values, and knowledge base. Changes in self-perception were reflected in a reported increase in self-confidence and perceived credibility. Changes in values included a greater appreciation for lifelong learning. Advancements in knowledge strengthened the development of specific abilities that ultimately influenced participants' dental hygiene practice. These abilities included an increased ability to think critically, to make evidence-based decisions, and to provide more comprehensive care. Participants also commented on having more career opportunities available to them outside of the private clinical practice setting. These results reveal important insights into the impact of earning a dental hygiene baccalaureate degree on oneself and one's dental hygiene practice.

  6. The Effectiveness of Nursing Education on Clinical Outcomes of Patients With Heart Failure: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Kollia

    2016-04-01

    Full Text Available Context Many nursing educational approaches have been applied on patients with heart failure (HF to improve their outcomes. The results of these approaches on outcomes of patients with HF remain controversial. Evidence Acquisition The aim of this study was to highlight the importance of nursing education to improve the outcomes of patients with HF, such as self-care behaviour, quality of life, mortality, readmission and hospitalization rates. A systematic review was conducted in the MEDLINE database on investigations punished from 2000 to 2012. The search terms used were self-care, heart failure, nursing, and education. A total of 22 studies complied with the eligibility criteria for this review. Results The findings of the reviewed studies showed that self-care behaviour of patients who received nursing education improved significantly. No significant improvement was noticed in the health-related quality of life. Additionally, there was no significant reduction in readmission, hospitalization and mortality rates of patients after implementing this educational process. Conclusions The effectiveness of nursing education on self-care behaviour of HF patients was clearly demonstrated. Methodological differences in development and implementation of education programs, made the comparison between the results of the studies difficult.

  7. APPROACHES TO STUDY EDUCATIONAL AND OCCUPATIONAL TRAJECTORIES AND OUTCOMES

    Directory of Open Access Journals (Sweden)

    Tovar-García, Edgar Demetrio

    2012-04-01

    Full Text Available This article analyzes the main approaches to study educational and occupational outcomes and trajectories. Young people have to decide when and what to study, later on, where to work. Their life levels will depend on those decisions, but the different ways that in both areas they are able to take and their outcomes in education and in the labor market depend on various factors. Among explications it is possible to identify six large approaches: human capital from economics, cultural and social capital from sociology, the socioeconomic status or familiar background approach and the educational and psychological approaches. These approaches are not contrary necessarily, they can be complementary, and their explanatory power depends on place and time, however, the literature does not have an effort to present together their contributions, methodologies and empirical results. This work seeks to remedy that situation and to point out some methodological and empirical weakness.

  8. Explaining Differences in Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators...... as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts...... or processes) and procedural knowledge (intellectual skills). The performance of 75 graduate accounting students representing both types of schema is examined. The findings suggest that differences in learning outcomes may be attributed to differences in student background and prior knowledge (auditing...

  9. Explaining Differences in Learning Outcomes in Auditing Education

    DEFF Research Database (Denmark)

    Holm, Claus; Steenholdt, Niels

    2014-01-01

    In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators...... as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts...... or processes) and procedural knowledge (intellectual skills). The performance of 75 graduate accounting students representing both types of schema is examined. The findings suggest that differences in learning outcomes may be attributed to differences in student background and prior knowledge (auditing...

  10. Wallerian degeneration demonstrated by MRI and functional outcome in patients suffering from supratentorial cerebrovascular disease

    Energy Technology Data Exchange (ETDEWEB)

    Shirotani, Toshiki; Takahara, Takashi; Arimoto, Hirohiko; Inohara, Masashi; Ono, Kenichiro; Shimizu, Akira [Self-Defense Force Central Hospital, Tokyo (Japan)

    2002-07-01

    An early diagnosis of the outcome of patients with cerebrovascular disease is important for selecting the optimal treatment strategy. The purpose of this study was to estimate the prognosis of Wallerian degeneration on MRI in stroke patients with hemiparesis. The subjects consisted of 87 stroke patients, 50 hemorrhagic patients and 37 ischemic patients, who were evaluated by MRI at 1 to 6,275 days after stroke onset. Among the 36 patients who were evaluated by consecutive MRI, 161 films were obtained and analyzed. Wallerian degeneration was diagnosed when a small prolonged T2 lesion was seen in the corticospinal tract of the brainstem on at least two contiguous slices. The atrophic rate of the midbrain was calculated as: (the area of the unaffected side of the midbrain - the area of the affected side of the midbrain)/2 x (the area of the unaffected side of the midbrain). The patients' ability to perform the activities of daily living was scored by the Barthel index (BI). Wallerian degeneration in the ipsilateral brainstem was seen for two to three months in 32 cases (37%) and in 58 films (36%) and disappeared about 3 years after the onset of stroke. Wallerian degeneration correlated with the BI scores from 2 to 6 months after stroke (p<0.05), although no relationship was observed at 7 months or later. From 2 to 6 months after stroke, the shrinkage of the midbrain on MRI correlated with the BI scores (p<0.001), although no relationship was observed at 7 months or later. It was therefore both Wallerian degeneration and a shrunken midbrain observed on MRIs, evaluated from 2 to 6 months after stroke were thus suggested to indicate a poor outcome in such patients. (author)

  11. Marital Dissolution and Child Educational Outcomes in San Borja, Bolivia.

    Science.gov (United States)

    Snopkowski, Kristin

    2016-12-01

    Serial monogamy is likely an adaptive mating strategy for women when the expected future fitness gains with a different partner are greater than expected future fitness with one's current partner. Using interview data from more than 400 women in San Borja, Bolivia, discrete-time event history analyses and random effects regression analyses were conducted to examine predictors of marital dissolution, separated by remarriage status, and child educational outcomes. Male income was found to be inversely associated with women's risk of "divorce and remarriage," whereas female income is positively associated with women's risk of "divorce, but not remarriage." Children of women who divorce and remarry tend to have significantly lower educational outcomes than children of married parents, but women with higher incomes are able to buffer their children from the negative educational outcomes of divorce and remarriage. Counter to predictions, there is no evidence that women with kin in the community have a significant difference in likelihood of divorce or a buffering effect of child outcomes. In conclusion, predictors of divorce differ depending on whether the woman goes on to remarry, suggesting that male income may be a better predictor of a serial monogamy strategy whereas female income predicts marital dissolution only. Thus, women who are relatively autonomous because of greater income may not benefit from remarriage.

  12. Behavioral Outcomes of Supervisory Education in the Association for Clinical Pastoral Education: A Qualitative Research Study.

    Science.gov (United States)

    Ragsdale, Judith R; Orme-Rogers, Charles; Bush, Johnny C; Stowman, Sheryl Lyndes; Seeger, Rodney W

    2016-03-01

    This study advances the work of developing a theory for educating Clinical Pastoral Education (CPE) Supervisors by describing the behaviors which result from the successful completion of CPE supervisory education. Twenty-eight Association for Clinical Pastoral Education (ACPE) Certification Commissioners were interviewed to identify the behaviors demonstrated by Supervisory Education Students (Candidates) which influenced the decision to certify them at the level of Associate Supervisor. Specific behavioral descriptors are listed for each ACPE supervisory competency.

  13. Education Outcomes and Poverty: A Reassessment. Education, Poverty and International Development

    Science.gov (United States)

    Colclough, Christopher, Ed.

    2012-01-01

    What do we know about the outcomes of education in developing countries? Where are the gaps in our knowledge, and why are they important to fill? What are the policy challenges that underlie these knowledge gaps, and how can education best contribute to eliminating the problem of widespread poverty in the developing world? This book arises out of…

  14. Education Outcomes and Poverty: A Reassessment. Education, Poverty and International Development

    Science.gov (United States)

    Colclough, Christopher, Ed.

    2012-01-01

    What do we know about the outcomes of education in developing countries? Where are the gaps in our knowledge, and why are they important to fill? What are the policy challenges that underlie these knowledge gaps, and how can education best contribute to eliminating the problem of widespread poverty in the developing world? This book arises out of…

  15. Student Identification with Business Education Models: Measurement and Relationship to Educational Outcomes

    Science.gov (United States)

    Halbesleben, Jonathon R. B.; Wheeler, Anthony R.

    2009-01-01

    Although management scholars have provided a variety of metaphors to describe the role of students in management courses, researchers have yet to explore students' identification with the models and how they are linked to educational outcomes. This article develops a measurement tool for students' identification with business education models and…

  16. Educational outcomes necessary to enter pharmacy residency training.

    Science.gov (United States)

    Hester, Elizabeth Kelly; McBane, Sarah E; Bottorff, Michael B; Carnes, Tristan A; Dell, Kamila; Gonyeau, Michael J; Greco, Angelo J; McConnell, Karen J; Skaar, Debra J; Splinter, Michele Y; Trujillo, Toby C

    2014-01-01

    It is the position of the American College of Clinical Pharmacy (ACCP) that formal postgraduate residency training, or equivalent experience, is required to enter direct patient care practice. Therefore, it is important to align professional degree educational outcomes with the knowledge, skills, and attitudes needed to enter residency training. This position statement addresses the outcomes necessary in the professional degree program curriculum to ensure the ability of pharmacy graduates to transition effectively into postgraduate year one residency training. Five key outcome areas are identified: communication, direct patient care, professionalism, research, and practice management. The position statement examines how performance in each of the five outcome areas should be addressed by professional degree programs. The ACCP believes that for the student to achieve the clinical proficiency necessary to enter residency training, the professional degree program should emphasize, assess, and provide adequate opportunities for students to practice: communication with patients, caregivers, and members of the health care team in direct patient care environments; provision of direct patient care in a wide variety of practice settings, especially those involving patient-centered, team-based care; professionalism under the supervision and guidance of faculty and preceptors who model and teach the traits of a health care professional; application of principles of research that engender an appreciation for the role of research and scholarship in one's professional development; and application of practice management, including documentation of direct patient care activities that affect drug-related outcomes.

  17. New assessment forms of educational outcomes of students

    Directory of Open Access Journals (Sweden)

    Zemlyanskaya E.N.

    2015-11-01

    Full Text Available In the context of practice-oriented training assessment system applies not only to quality control in vocational education, but becomes one of the control elements of the teacher education system. The article discusses so called assessment for learning. The author believes that the purpose of assessment for learning is to provide research and reflexive independence of students which provides the opportunity to adjust the educational outcomes, forms of students training and evaluation tools. The basic features of assessment for learning are considered from this point of view. The article discusses use of internet-services in assessment for learning , risks and provides procedure of assessment for learning and describes in detail such specific procedures as criteria-based assessment, construction of tests and mindmaps, cumulative assessment.

  18. Design for an Analysis and Assessment of the Education Satellite Communications Demonstration: Final Report.

    Science.gov (United States)

    Practical Concepts, Inc., Washington, DC.

    A 3-month evaluation design effort developed a strategy and implementation plan for a policy level evaluation of the Educational Satellite Communications Demonstration (ESCD). The final report of the effort covers: (1) development of the evaluation strategy and plan; (2) data collection and analysis; (3) measurement of the impact of satellite TV…

  19. Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

    Science.gov (United States)

    Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

    2017-01-01

    Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating

  20. Educational outcomes: Pathways and performance in South African high schools

    Directory of Open Access Journals (Sweden)

    Dean Janse van Rensburg

    2012-03-01

    Full Text Available We analysed the pathways and performances in mathematics of high (secondary school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS and who were tracked to Grade 12 examination data sets. We examined the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M and poorer students (Subsystem P, the majority was compared. Firstly, mathematics achievement scores in South Africa are low and different performance patterns were shown between the two subsystems. Secondly, students who started with similar Grade 8 mathematics scores had different educational outcomes 4 years later. In Subsystem M schools, Grade 8 mathematics scores were a good indicator of who would pass matric, whilst this relationship was not as strong in Subsystem P schools. Thirdly, there was a stronger association between TIMSS Grade 8 scores and subject choice of matric mathematics in Subsystem M schools than in Subsystem P schools. Fourthly, there was a strong correlation between Grade 8 mathematics performance and matric mathematics achievement. Mathematics performance in the earlier years predicted later mathematics performance. To raise exit level outcomes, mathematics scores need to be raised by Grade 8 or earlier. To improve educational and labour market outcomes, the policy priority should be to build foundational knowledge and skills in numeracy.

  1. Linkages between Total Quality Management and the Outcomes-Based Approach in an Education Environment

    Science.gov (United States)

    de Jager, H. J.; Nieuwenhuis, F. J.

    2005-01-01

    South Africa has embarked on a process of education renewal by adopting outcomes-based education (OBE). This paper focuses on the linkages between total quality management (TQM) and the outcomes-based approach in an education context. Quality assurance in academic programmes in higher education in South Africa is, in some instances, based on the…

  2. Linkages between Total Quality Management and the Outcomes-Based Approach in an Education Environment

    Science.gov (United States)

    de Jager, H. J.; Nieuwenhuis, F. J.

    2005-01-01

    South Africa has embarked on a process of education renewal by adopting outcomes-based education (OBE). This paper focuses on the linkages between total quality management (TQM) and the outcomes-based approach in an education context. Quality assurance in academic programmes in higher education in South Africa is, in some instances, based on the…

  3. Consequences of family disruption on children's educational outcomes in Norway.

    Science.gov (United States)

    Steele, Fiona; Sigle-Rushton, Wendy; Kravdal, Øystein

    2009-08-01

    Using high-quality data from Norwegian population registers, we examine the relationship between family disruption and children's educational outcomes. We distinguish between disruptions caused by parental divorce and paternal death and, using a simultaneous equation model, pay particular attention to selection bias in the effect of divorce. We also allow for the possibility that disruption may have different effects at different stages of a child's educational career. Our results suggest that selection on time-invariant maternal characteristics is important and works to overstate the effects of divorce on a child's chances of continuing in education. Nevertheless, the experience of marital breakdown during childhood is associated with lower levels of education, and the effect weakens with the child's age at disruption. The effects of divorce are most pronounced for the transitions during or just beyond the high school level. In models that do not allow for selection, children who experienced a father's death appear less disadvantaged than children whose parents divorced. After we control for selection, however differences in the educational qualifications of children from divorced and bereaved families narrow substantially and, at mean ages of divorce, are almost non-existent.

  4. Documenting Program Outcomes of Relationship Education with Incarcerated Adults

    Directory of Open Access Journals (Sweden)

    Kate Taylor Harcourt

    2015-02-01

    Full Text Available The current study examined program outcomes for an understudied population of Relationship Education (RE participants: incarcerated men and women. In addition to relationship functioning, we examined a number of individual and parenting outcomes which had not previously been explored. In a sample of 453 adult inmates, we found improvements in (a trust, (b confidence in the relationship, (c intimacy, (d individual empowerment, (e conflict management, (f help-seeking attitudes, (g self-esteem, (h depression, (i global life stress, (j faulty relationship beliefs, and (k parenting efficacy. Tests of moderation by gender and race indicated minimal differences in change patterns between groups; however, we found a significant time by gender interaction on intimacy and a time by race interaction on parenting efficacy. Implications for research and practice are presented

  5. Association between breakfast consumption and educational outcomes in 9–11-year-old children

    OpenAIRE

    Littlecott, Hannah J; Moore, Graham F; Moore, Laurence; Lyons, Ronan A.; Murphy, Simon

    2015-01-01

    Objective Breakfast consumption has been consistently associated with health outcomes and cognitive functioning in schoolchildren. Evidence of direct links with educational outcomes remains equivocal. We aimed to examine the link between breakfast consumption in 9–11-year-old children and educational outcomes obtained 6–18 months later.\\ud Design Data on individual-level free school meal entitlement and educational outcomes (Statutory Assessment Tests (SATs) at Key Stage 2) were obtained via ...

  6. The impact of otitis media on cognitive and educational outcomes.

    Science.gov (United States)

    Williams, Corinne J; Jacobs, Ann M

    2009-11-01

    Otitis media is a common disease in childhood that can adversely affect cognitive and educational outcomes. The literature in this area is equivocal, and findings may be influenced by research design. The impact of otitis media on individual children's development appears to depend on the inter-relationship between several factors. Children who have early-onset otitis media (under 12 months) are at high risk of developing long-term speech and language problems. Otitis media has been found to interact negatively with pre-existing cognitive or language problems. For biological or environmental reasons, some populations have a pattern of early onset, higher prevalence and episodes of longer duration; this pattern leads to a higher risk of long-term speech and language problems. These factors suggest that Indigenous children may be at higher risk of cognitive and educational sequelae than non-Indigenous children.

  7. Demonstration lessons in mathematics education: teachers' observation foci and intended changes in practice

    Science.gov (United States)

    Clarke, Doug; Roche, Anne; Wilkie, Karina; Wright, Vince; Brown, Jill; Downton, Ann; Horne, Marj; Knight, Rose; McDonough, Andrea; Sexton, Matthew; Worrall, Chris

    2013-06-01

    As part of a teacher professional learning project in mathematics education, university mathematics educators taught demonstration lessons in project primary schools. These lessons were part of a "pre-brief, teaching, and debrief" process, in which up to eight teachers observed each lesson. Using brief questionnaires completed in advance of the lesson, during the lesson, following the debrief, and several weeks later, data were collected on teachers' intended and actual observation foci and any anticipated changes in their beliefs and practices arising from the experience. There were several common themes in teachers' intended observations, including a focus on questioning, catering for individual differences, and building student engagement. As evident in other research, teachers' intended and actual observations gave greater attention to teacher actions and decision making than to student learning and thinking. In this paper, we situate demonstration lessons within teacher professional learning models, describe the features of our model, summarise teacher data, and discuss issues arising from our work.

  8. Music education and musicians: Expectations, course and outcomes

    Directory of Open Access Journals (Sweden)

    Bogunović Blanka

    2012-01-01

    Full Text Available Considering the long-term talent development, from the moment of its recognition to the moment when an adult is confronted with the necessity of integration in the professional music and life streams, we wonder whether education satisfies the needs of talents and provides, in the long run, the necessary knowledge and skills. The aim of this research was to investigate: (1 the initial motivation for learning music and expectations from music education; (2 the course of development of young musicians (the degree of self-actualisation, developmental perspectives, evaluation of music education and (3 outcomes of music education and development of the professional career. The sample (N=487 consisted of five subsamples: music kindergarten pupils, students of primary music schools, students of secondary music schools, university students of music and teachers at music schools and universities. The paper analyses psychological, educational and professional aspects of education of musically gifted pupils and students, as well as music teachers in five successive age groups. The results indicate that with an increase in age there is a considerable increase in the variety and scope of expectations and a higher aspiration towards personal, educational and professional lifelong improvement, while, at the same time, there is a considerable decrease in the level of fulfilment of expectations and the level of assessment of self-actualisation. This is indicative of a continuously present feeling of “hidden underachievement” in the group of (relatively successful young musicians and professionals. Analysis of respondents’ answers points out to the existence of still traditional system of music education, which lacks flexibility and innovation and fails to provide a sufficient level of transferable knowledge and skills. The findings point out to a whole cluster of controversies demanding further reconsideration and (redesigning of the curriculum of (high

  9. A study on Korean nursing students' educational outcomes

    Science.gov (United States)

    Oh, Kasil; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook

    2011-01-01

    The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, χ2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914

  10. Outcome Based Education Enacted: Teachers' Tensions in Balancing between Student Learning and Bureaucracy

    Science.gov (United States)

    Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

    2014-01-01

    This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different…

  11. Self-rated health as a predictor of outcomes of type 2 diabetes patient education programmes in Denmark

    DEFF Research Database (Denmark)

    Laursen, D. H.; Christensen, K. B.; Christensen, U.

    2016-01-01

    programmes in the Capital Region of Denmark. METHODS: Questionnaire data were collected by telephone interview at baseline and 2 weeks (77 participants, 93%) and 12 months (66, 80%) after the patient education ended. The seven-scale Health Education Impact Questionnaire (HeiQ) was the primary outcome......OBJECTIVE: To explore if self-rated health (SRH) can predict differences in outcomes of patient education programmes among patients with type 2 diabetes over time. STUDY DESIGN: This is an observational cohort study conducted among 83 patients with type 2 diabetes participating in patient education...... baseline sociodemographic and health-related variable. RESULTS: Twelve months after patient education programmes, 60 (72%) patients with optimal SRH at baseline demonstrated increased self-management skills, overall acceptance of chronic illness, positive social interaction with others, and improved...

  12. Periowave demonstrates bactericidal activity against periopathogens and leads to improved clinical outcomes in the treatment of adult periodontitis

    Science.gov (United States)

    Street, Cale N.; Andersen, Roger; Loebel, Nicolas G.

    2009-02-01

    Periodontitis affects half of the U.S. population over 50, and is the leading cause of tooth loss after 35. It is believed to be caused by growth of complex bacterial biofilms on the tooth surface below the gumline. Photodynamic therapy, a technology used commonly in antitumor applications, has more recently been shown to exhibit antimicrobial efficacy. We have demonstrated eradication of the periopathogens Porphyromonas gingivalis, Fusobacterium nucleatum, and Aggregatibacter actinomycetemcomitans in vitro using PeriowaveTM; a commercial photodisinfection system. In addition, several clinical studies have now demonstrated the efficacy of this treatment. A pilot study in the U.S. showed that 68% of patients treated with PeriowaveTM adjunctively to scaling and root planing (SRP) showed clinical attachment level increase of >1 mm, as opposed to 30% with SRP alone. In a subsequent larger study, a second PeriowaveTM treatment 6 weeks after initial treatment led to pocket depth improvements of >1.5 mm in 89% of patients. Finally, in the most recent multicenter, randomized, examiner-blinded study conducted on 121 subjects in Canada, PeriowaveTM treatment produced highly significant gains in attachment level (0.88 mm vs. 0.57 mm; p=0.003) and pocket depth (0.87 mm vs. 0.63 mm; p=0.01) as compared to SRP alone. In summary, PeriowaveTM demonstrated strong bactericidal activity against known periopathogens, and treatment of periodontitis using this system produced significantly better clinical outcomes than SRP alone. This, along with the absence of any adverse events in patients treated to date demonstrates that PDT is a safe and effective treatment for adult chronic periodontitis.

  13. U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

    Science.gov (United States)

    Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

    2014-04-01

    The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

  14. Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

    Science.gov (United States)

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

  15. The effect of poverty on child development and educational outcomes.

    Science.gov (United States)

    Engle, Patrice L; Black, Maureen M

    2008-01-01

    Poverty affects a child's development and educational outcomes beginning in the earliest years of life, both directly and indirectly through mediated, moderated, and transactional processes. School readiness, or the child's ability to use and profit from school, has been recognized as playing a unique role in escape from poverty in the United States and increasingly in developing countries. It is a critical element but needs to be supported by many other components of a poverty-alleviation strategy, such as improved opportunity structures and empowerment of families. The paper reviews evidence from interventions to improve school readiness of children in poverty, both in the United States and in developing countries, and provides recommendations for future research and action.

  16. Improving health outcomes with better patient understanding and education

    Directory of Open Access Journals (Sweden)

    Robert John Adams

    2010-10-01

    Full Text Available Robert John AdamsThe Health Observatory, The Queen Elizabeth Hospital Campus, The University of Adelaide, Woodville, South Australia, AustraliaAbstract: A central plank of health care reform is an expanded role for educated consumers interacting with responsive health care teams. However, for individuals to realize the benefits of health education also requires a high level of engagement. Population studies have documented a gap between expectations and the actual performance of behaviours related to participation in health care and prevention. Interventions to improve self-care have shown improvements in self-efficacy, patient satisfaction, coping skills, and perceptions of social support. Significant clinical benefits have been seen from trials of self-management or lifestyle interventions across conditions such as diabetes, coronary heart disease, heart failure and rheumatoid arthritis. However, the focus of many studies has been on short-term outcomes rather that long term effects. There is also some evidence that participation in patient education programs is not spread evenly across socio economic groups. This review considers three other issues that may be important in increasing the public health impact of patient education. The first is health literacy, which is the capacity to seek, understand and act on health information. Although health literacy involves an individual’s competencies, the health system has a primary responsibility in setting the parameters of the health interaction and the style, content and mode of information. Secondly, much patient education work has focused on factors such as attitudes and beliefs. That small changes in physical environments can have large effects on behavior and can be utilized in self-management and chronic disease research. Choice architecture involves reconfiguring the context or physical environment in a way that makes it more likely that people will choose certain behaviours. Thirdly

  17. Achievement for All: improving psychosocial outcomes for students with special educational needs and disabilities.

    Science.gov (United States)

    Humphrey, Neil; Lendrum, Ann; Barlow, Alexandra; Wigelsworth, Michael; Squires, Garry

    2013-04-01

    Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA) programme that was designed to improve outcomes for students with SEND through: (1) academic assessment, tracking and intervention, (2) structured conversations with parents, and (3) developing provision to improve wider outcomes (e.g. positive relationships). Using a quasi-experimental, pre-test-post-test control group design, we assessed the impact of AfA on teacher ratings of the behaviour problems, positive relationships and bullying of students with SEND over an 18-month period. Participants were 4758 students with SEND drawn from 323 schools across England. Our main impact analysis demonstrated that AfA had a significant impact on all three response variables when compared to usual practice. Hierarchical linear modelling of data from the intervention group highlighted a range of school-level contextual factors and implementation activities and student-level individual differences that moderated the impact of AfA on our study outcomes. The implications of our findings are discussed, and study strengths and limitations are noted.

  18. Design for the Assessment and Policy Analysis of the Education Satellite Communications Demonstration. Phase 2 Final Report.

    Science.gov (United States)

    Syracuse Univ. Research Corp., NY. Educational Policy Research Center.

    The overall goal of the Education Satellite Communications Demonstration is to design a framework for the analysis of the potential utility of satellites to education in this country. Within this framework, Phase 2 sought to identify research which would be clearly related to educational goals that might be worthy of attainment. The entire…

  19. Impact of adolescent peer aggression on later educational and employment outcomes in an Australian cohort.

    Science.gov (United States)

    Moore, Sophie E; Scott, James G; Thomas, Hannah J; Sly, Peter D; Whitehouse, Andrew J O; Zubrick, Stephen R; Norman, Rosana E

    2015-08-01

    This study used prospective birth cohort data to analyse the relationship between peer aggression at 14 years of age and educational and employment outcomes at 17 years (N = 1091) and 20 years (N = 1003). Participants from the Western Australian Pregnancy Cohort (Raine) study were divided into mutually exclusive categories of peer aggression. Involvement in peer aggression was reported by 40.2% (10.1% victims; 21.4% perpetrators; 8.7% victim-perpetrators) of participants. Participants involved in any form of peer aggression were less likely to complete secondary school. Perpetrators and victim-perpetrators of peer aggression were more likely to be in the 'No Education, Employment or Training' group at 20 years of age. This association was explained by non-completion of secondary school. These findings demonstrate a robust association between involvement in peer aggression and non-completion of secondary school, which in turn was associated with an increased risk of poor educational and employment outcomes in early adulthood. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  20. Financial Literacy, Financial Education and Economic Outcomes. NBER Working Paper No. 18412

    Science.gov (United States)

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2012-01-01

    In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…

  1. The Impact of Internal Migration on Educational Outcomes: Evidence from Turkey

    Science.gov (United States)

    Berker, Ali

    2009-01-01

    Similar to the relation between the inflows of immigrants and educational outcomes that are found in immigration studies, the spatial distribution of internal migrants within a given country also may influence educational outcomes, at least in the short run. This could be particularly true in Turkey, where inter-provincial mobility is high and…

  2. Financial Literacy, Financial Education and Economic Outcomes. NBER Working Paper No. 18412

    Science.gov (United States)

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2012-01-01

    In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…

  3. A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes

    Science.gov (United States)

    AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid

    2013-01-01

    A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, "et al.", 2011). Then, a review of other EDM-related research…

  4. Using the SAQA Critical Outcomes to Empower Learners and Transform Education

    Science.gov (United States)

    Spady, William

    2004-01-01

    Using his thirty years of international experience with future-focused Outcomes-Based Education designs and models as a foundation, Dr. Spady describes a five-step process for translating the familiar twelve SAQA "Critical Outcomes" into a compelling life-performance framework of "exit outcomes" that directly empowers learners and genuinely…

  5. Student outcomes of distance learning in nursing education: an integrative review.

    Science.gov (United States)

    Patterson, Barbara J; Krouse, Anne M; Roy, Linda

    2012-09-01

    Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.

  6. Estimating health care cost savings from an educational intervention to prevent bleeding-related complications: the outcomes impact analysis model.

    Science.gov (United States)

    Ravyn, Dana; Ravyn, Vipa; Lowney, Rob; Ferraris, Victor

    2014-01-01

    Investments in continuing medical education (CME) exceed $2 billion annually, but few studies report the economic impact of CME activities. Analysis of patient-level economic outcomes data is often not feasible. Accordingly, we developed a model to illustrate estimation of the potential economic impact associated with CME activity outcomes. Outcomes impact analysis demonstrated how costs averted from a CME symposium that promoted prevention of bleeding-related complications (BRC) and reoperation for bleeding (RFB) in cardiac and thoracic operations could be estimated. Model parameter estimates were from published studies of costs associated with BRC and RFB. Operative volume estimates came from the Society of Thoracic Surgeons workforce data. The base case predicted 3 in 10 participants preventing one BRC or RFB in 2% or 1.5% of annual operations, respectively. Probabilistic sensitivity analysis (PSA) evaluated the effect of parameter uncertainty. 92% of participants (n = 133) self-reported commitment to change, a validated measure of behavior change. For BRC, estimates for costs averted were $1,502,769 (95% confidence interval [CI], $869,860-$2,359,068) for cardiac operations and $2,715,246 (95% CI, $1,590,308-$4,217,092) for thoracic operations. For RFB, the savings estimates were $2,233,988 (95% CI, $1,223,901-$3,648,719). Our economic model demonstrates that application of CME-related learning to prevent bleeding complications may yield substantial cost savings. Model prediction of averted costs associated with CME allows estimation of the economic impact on outcomes in the absence of patient-level outcomes data related to CME activities. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  7. Educational Cooperation between Thailand and Cambodia: Outcomes on Human Development, International Understanding and Future Prospect

    Science.gov (United States)

    Kijtorntham, Wichuda; Ruangdej, Phumjit; Saisuwan, Chatchanog

    2015-01-01

    Thailand and Cambodia set up educational cooperation since 1996, before signed a Memorandum of Understanding on Cooperation in the Promotion of Education in 2003. This research aimed to investigate outcomes of educational cooperation projects on Cambodia human development and international understanding, process of participatory learning and…

  8. The Relationship between Continuing Medical Education, Physician Behavior, and Patient Outcomes.

    Science.gov (United States)

    Rosinski, Edwin F.

    1987-01-01

    The author reviews studies on the relationship between continuing medical education and its impact on physician behavior. These studies have supported the positive impact of education on physician behavior. The author calls for research on the effect of continuing medical education on patient outcomes. (Author/CH)

  9. The Hidden Costs of Ethnic Conflict : Decomposing Trends in Educational Outcomes of Young Kosovars

    OpenAIRE

    Alva, Soumya; Murrugarra, Edmundo; Paci, Pierella

    2002-01-01

    The authors examine the impact of ethnic segmentation in education on educational outcomes. Between 1991 and the late 1990s, the Albanian Kosovar population received education services in an informal system parallel to the official one. Using the 2000 Kosovo LSMS Survey data, the authors exploit cohort differences in exposure to the parallel system to estimate its effects among Albanian yo...

  10. Stability and Change in Rural Youths' Educational Outcomes through the Middle and High School Years

    Science.gov (United States)

    Witherspoon, Dawn; Ennett, Susan

    2011-01-01

    There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education,…

  11. Generic and professional outcomes of a general nursing education program--a national study of higher education.

    Science.gov (United States)

    Schüldt Håård, Ulrika; Ohlén, Joakim; Gustavsson, Petter J

    2008-01-01

    Nursing education today is primarily catered within the framework of higher education and combined with a health care sector that is rapidly changing, this has put the focus on educational outcome. The present study focuses on this outcome in terms of generic and professional skills and the professional preparedness of the students. 1,110 students in their final semester of a general nursing program at 24 universities in Sweden responded to questionnaires. The results revealed that the students perceived themselves to have especially developed their information-seeking abilities, critical and analytical thinking and professional knowledge and skills, whereas they did not perceive their education to have similarly developed their understanding of people from other cultures or their engagement in the development of society. Significant differences between men and women in relation to educational outcome were found in almost all areas of the study.

  12. Trueness investigation of routine creatinine assays on nine homogeneous systems in Beijing demonstrates an encouraging outcome that meets clinical requirements

    Institute of Scientific and Technical Information of China (English)

    LIU Yan; XU Guo-bin

    2010-01-01

    criteria; Roche (Enzymatic) met the optimum criteria. The other five systems met the desirable criteria. Compared with the second criterion, all the results met the requirement of CLIA' 88. Trueness evaluation showed: the MEeGFR of Dade Behring exceeded 10% while the MEeGFRs of Beckman (traceable to rate Jaffe), Beckman (traceable to IDMS) and Ortho (traceable to Jaffe/High Pedormance Liquid Chromatography)exceeded 20% at level Ⅰ. At level Ⅱ the MEeGFRs of Dade Behring, Ortho (traceable to GC/IDMS) and Beckman (traceable to rate Jaffe) exceeded 10%. None of the nine systems got a MEeGFR higher than 20%. The conclusions of NIST SRM 967 agreed with those of LN 24 except for the Beckman measurement system.Conclusions Trueness investigation of routine creatinine assays on nine homogeneous systems demonstrates an encouraging outcome that meets clinical requirements. Among the nine homogeneous routine systems, Roche and Daiichi produce the most accurate results. The implementation of traceability is effective.

  13. Girl-Child Education Outcomes: A Case Study from Ghana

    Science.gov (United States)

    Arku, Frank S.; Angmor, Emmanuel N.; Tetteh, Isaac K.

    2014-01-01

    The importance of girl-child education is largely documented and initiatives to promote girl-child education are widespread. However, studies on service delivery methods, processes and the impacts are limited in the literature. This study assessed the Plan Ghana's girl-child educational project. According to the findings, the project has helped to…

  14. Homebound education using ITC: outcomes from an italian study

    Directory of Open Access Journals (Sweden)

    Vincenza Benigno

    2013-08-01

    Full Text Available This contribution examines Homebound Education in Italy, focusing especially on results from a national survey on the educational use of technologies with students who, for health reasons, cannot attend traditional educational tracks on a regular basis. Analysis of these results has yielded indications that modes of technology use are not always wholly appropriate for facing the issues that arise. However, when grounded on effective educational models and strategies, technology-supported approaches could provide precious help in the socio-educational inclusion of homebound students.

  15. Educational attainment has a limited impact on disease management outcomes in heart failure.

    Science.gov (United States)

    Smith, Brad; Forkner, Emma; Krasuski, Richard A; Galbreath, Autumn Dawn; Freeman, Gregory L

    2006-06-01

    The objective of this study was to assess whether educational attainment moderates outcomes in the intervention group in a trial of disease management in heart failure (HF). Data were collected from a sample of 654 patients enrolled in the disease management arm of a community- based study of HF patients. The full sample was used to analyze two primary outcomes- all-cause mortality and cardiac event-free survival. Two other primary outcomes- rates of HF-related emergency department (ED) visits and inpatient admissions-and secondary outcomes (patient self-confidence in managing HF symptoms and daily dietary sodium intake in milligrams) were analyzed in a smaller sample of 602 patients who completed at least 6 months of disease management. One-way analysis of variance and chi (2) tests were used to assess differences in baseline demographic and clinical characteristics. Survival analyses were conducted with proportional hazards regression, while negative binomial regression was used to assess educational differences in ED usage and inpatient admissions. Repeated measures analysis of variance models were used to assess whether secondary outcomes differed across educational strata and/or over time. All outcome analyses were adjusted for confounders. Patients with the least education fared the poorest for all-cause mortality, but education- related differences failed to achieve statistical significance. No education-related differences were observed for cardiac event-free survival, or for the rates of inpatient admission and ED usage. For secondary outcomes, sodium intake differed significantly by education (p = 0.04), with the largest drop (-838 mg/day) observed in the least well-educated group. Confidence increased an approximately equal amount (2.1-3.0 points on a 100-point scale) across all educational strata (p = ns). Low educational attainment may not be a barrier to effective disease management.

  16. New Directions for Higher Education: Challenges, Opportunities, and Outcomes

    Science.gov (United States)

    Cleveland-Innes, Marta

    Within the last few decades, pervasive technology and significant social and economic development have forever changed our society. Social and economic change has made it increasingly difficult for higher education to operate in insular ways; attention to changing demographics, global economies, and new social mores is required (Keller 2008). The potential reach of technology seems limitless and has already changed higher education institutions in "the way we organize ourselves, our policies, our culture, what faculty do, the way we work, and those we serve" (Ikenberry 1999, p. 63). Change in higher education to accommodate broader societal changes requires new ways of thinking about economic issues, accountability, technology, and the teaching-learning process. This chapter makes the challenges currently facing higher education explicit. It outlines the leadership traits and behaviors that are moving higher education into a hybrid version of traditional and distance institutions. Six principles of sound strategic planning for creating a new higher education enterprise are reviewed.

  17. Demonstrating the Impact of a Distributed Leadership Approach in Higher Education

    Science.gov (United States)

    Jones, Sandra; Harvey, Marina; Hamilton, Jillian; Bevacqua, John; Egea, Kathy; McKenzie, Jo

    2017-01-01

    Higher education is under pressure to advance from a singular focus on assessment of outputs (measurements) to encompass the impact (influence) of initiatives across all aspects of academic endeavour (research, learning and teaching, and leadership). This paper focuses on the implications of this shift for leadership in higher education.…

  18. School Nurse Demonstrates that Mini-Grant Funding Can Improve Elementary Nutrition Education.

    Science.gov (United States)

    O'Donnell, Norma L.; Alles, Wesley F.

    1983-01-01

    A school nurse helped improve nutrition education in the Bellefonte (Pennsylvania) school district by making resource materials and a packaged curriculum available to elementary school teachers and by providing inservice education. As a result, teachers spent more class time on nutrition instruction, and students' knowledge increased. (Authors/PP)

  19. Promoting Health Behaviors Using Peer Education: A Demonstration Project between International and American College Students

    Science.gov (United States)

    Yan, Zi; Finn, Kevin; Cardinal, Bradley J.; Bent, Lauren

    2014-01-01

    Background: Peer education has the potential to promote health behaviors and cultural competence for both international and domestic college students. Purpose: The present study examined a peer education program aimed at promoting cultural competence and health behaviors among international and American students in a university setting. Methods:…

  20. Case-based ethics education: the impact of cause complexity and outcome favorability on ethicality.

    Science.gov (United States)

    Johnson, James F; Bagdasarov, Zhanna; Connelly, Shane; Harkrider, Lauren; Devenport, Lynn D; Mumford, Michael D; Thiel, Chase E

    2012-07-01

    Case-based learning has been used across multiple disciplines, including ethics education, as an effective instructional tool. However, the value of case-based learning in ethics education has varied widely regarding case quality. Case content may significantly impact the ability of case-based ethics education to promote knowledge acquisition and knowledge transfer to future situations requiring ethical decision-making. This study examined two critical areas of ethical case content--causes and outcomes. Complexity of described causes and outcome favorability were manipulated in two ethical cases used during an ethics education course. Results suggest that including information in case studies reflecting clear, simple key causes and negative outcomes results in better ethical sensemaking and ethical decision-making. Implications regarding case content and case-based ethics education are explored.

  1. The effect of antenatal education in small classes on obstetric and psycho-social outcomes

    DEFF Research Database (Denmark)

    Brixval, Carina Sjöberg; Axelsen, Solveig Forberg; Lauemøller, Stine Glenstrup

    2015-01-01

    BACKGROUND: The aims of antenatal education are broad and encompass outcomes related to pregnancy, birth, and parenthood. Both form and content of antenatal education have changed over time without evidence of effects on relevant outcomes. The effect of antenatal education in groups......, with participation of a small number of participants, may differ from the effect of other forms of antenatal education due to, for example, group dynamic. The objective of this systematic review is to assess the effects of antenatal education in small groups on obstetric as well as psycho-social outcomes. METHODS......: Bibliographic databases (Medline, EMBASE, CENTRAL, CINAHL, Web of Science, and PsycINFO) were searched. We included randomized and quasi-randomized trials irrespective of language, publication year, publication type, and publication status. Only trials carried out in the Western world were considered...

  2. Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa.

    Science.gov (United States)

    Orkin, Mark; Boyes, Mark E; Cluver, Lucie D; Zhang, Yuning

    2014-01-01

    A recent systematic review of studies in the developing world has critically examined linkages from familial HIV/AIDS and associated factors such as poverty and child mental health to negative child educational outcomes. In line with several recommendations in the review, the current study modelled relationships between familial HIV/AIDS, poverty, child internalising problems, gender and four educational outcomes: non-enrolment at school, non-attendance, deficits in grade progression and concentration problems. Path analyses reveal no direct associations between familial HIV/AIDS and any of the educational outcomes. Instead, HIV/AIDS-orphanhood or caregiver HIV/AIDS-sickness impacted indirectly on educational outcomes via the poverty and internalising problems that they occasioned. This has implications for evidence-based policy inferences. For instance, by addressing such intervening variables generally, rather than by seeking to target families affected by HIV/AIDS, interventions could avoid exacerbating stigmatisation, while having a more direct and stronger impact on children's educational outcomes. This analytic approach also suggests that future research should seek to identify causal paths, and may include other intervening variables related to poverty (such as child housework and caring responsibilities) or to child mental health (such as stigma and abuse), that are linked to both familial HIV/AIDS and educational outcomes.

  3. Computer Self-Efficacy, Computer Anxiety, Performance and Personal Outcomes of Turkish Physical Education Teachers

    Science.gov (United States)

    Aktag, Isil

    2015-01-01

    The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…

  4. Evaluation in Residential Environmental Education: An Applied Literature Review of Intermediary Outcomes

    Science.gov (United States)

    Ardoin, Nicole M.; Biedenweg, Kelly; O'Connor, Kathleen

    2015-01-01

    Residential environmental education aims to enhance proenvironmental attitudes, knowledge, and behaviors, as well as attain outcomes related to personal and interpersonal skills. Although these outcomes may not be evident for months or even years afterward, few program evaluations investigate how the experience and context affect intended outcomes…

  5. Homeschooling Associated with Beneficial Learner and Societal Outcomes but Educators Do Not Promote It

    Science.gov (United States)

    Ray, Brian D.

    2013-01-01

    This article reviews research on homeschool learner outcomes and evaluates opposition to homeschooling. It synthesizes research on learner outcomes related to homeschooling in areas of students' academic achievement and children's social, emotional, and psychological development and the success of adults who were home educated and finds generally…

  6. Computer Self-Efficacy, Computer Anxiety, Performance and Personal Outcomes of Turkish Physical Education Teachers

    Science.gov (United States)

    Aktag, Isil

    2015-01-01

    The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…

  7. Youth Risk Factors and Educational Outcomes of Mentored and Non-Mentored Youth

    Science.gov (United States)

    Castellanos-Brown, Karen

    2010-01-01

    As mentoring is receiving increasing attention as a method to improve youth educational outcomes, it is important to continue to examine the effects of mentoring on these youth outcomes. This study uses secondary data from Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health) and transcript data from the Adolescent…

  8. The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests

    Science.gov (United States)

    Pagani, Laura; Argentin, Gianluca; Gui, Marco; Stanca, Luca

    2016-01-01

    Digital skills are increasingly important for labour market outcomes and social participation. Do they also matter for academic performance? This paper investigates the effects of digital literacy on educational outcomes by merging data from the Italian National Assessment in secondary schools with an original data-set on performance tests of…

  9. Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools.

    Science.gov (United States)

    Glasgow, Kristan L.; And Others

    1997-01-01

    Examined contemporaneous and predictive relations between parenting styles, adolescents' attributions, and educational outcomes. Found that adolescents who perceived their parents as nonauthoritative were more likely than peers to attribute achievement outcomes to external causes or low ability. The higher the proportion of dysfunctional…

  10. Evaluation in Residential Environmental Education: An Applied Literature Review of Intermediary Outcomes

    Science.gov (United States)

    Ardoin, Nicole M.; Biedenweg, Kelly; O'Connor, Kathleen

    2015-01-01

    Residential environmental education aims to enhance proenvironmental attitudes, knowledge, and behaviors, as well as attain outcomes related to personal and interpersonal skills. Although these outcomes may not be evident for months or even years afterward, few program evaluations investigate how the experience and context affect intended outcomes…

  11. Outcomes of an International Cooperative Education Experience for Undergraduate Nursing Students.

    Science.gov (United States)

    Hoffart, Nancy; Diani, Jacqueline A; Carney, Mary F

    2015-01-01

    A qualitative study was conducted to identify the outcomes of international cooperative education in nursing. Seventeen alumni who completed 19 cooperative work experiences were interviewed. International cooperative experiences support learning about culture and contribute to personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.

  12. The Educational Context and Outcomes for High School Students with Disabilities: Special Education Programs and the Perceptions of Special Education Teachers. Research Report.

    Science.gov (United States)

    Schumaker, Jean B.; Lenz, B. Keith; Bulgren, Janis A.; Davis, Betsy; Grossen, Bonnie; Marquis, Janet; Deshler, Donald D.

    The fourth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined types of courses in which SWDs are being enrolled, and the role perception of special education teachers. Twenty-one special education teachers from three high schools in urban areas, three in…

  13. Complete Demonstration.

    Science.gov (United States)

    Yelon, Stephen; Maddocks, Peg

    1986-01-01

    Describes four-step approach to educational demonstration: tell learners they will have to perform; what they should notice; describe each step before doing it; and require memorization of steps. Examples illustrate use of this process to demonstrate a general mental strategy, and industrial design, supervisory, fine motor, and specific…

  14. Impact of Physician Asthma Care Education on Patient Outcomes

    Science.gov (United States)

    Cabana, Michael D.; Slish, Kathryn K.; Evans, David; Mellins, Robert B.; Brown, Randall W.; Lin, Xihong; Kaciroti, Niko; Clark, Noreen M.

    2014-01-01

    Objective: We evaluated the effectiveness of a continuing medical education program, Physician Asthma Care Education, in improving pediatricians' asthma therapeutic and communication skills and patients' health care utilization for asthma. Methods: We conducted a randomized trial in 10 regions in the United States. Primary care providers…

  15. Understanding Participant and Practitioner Outcomes of Environmental Education

    Science.gov (United States)

    West, Sarah E.

    2015-01-01

    Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant…

  16. Memories as Useful Outcomes of Residential Outdoor Environmental Education

    Science.gov (United States)

    Liddicoat, Kendra R.; Krasny, Marianne E.

    2014-01-01

    Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education.…

  17. Rehabilitation Education Program for Stroke (REPS): Learning and Practice Outcomes

    Science.gov (United States)

    McEwen, Sara; Szurek, Kristina; Polatajko, Helene J.; Rappolt, Susan

    2005-01-01

    Introduction: New research knowledge acquired from Web-based sources may have a better chance of being translated into practice when accompanied by additional educational strategies. This study was undertaken to investigate that hypothesis. Methods: The Rehabilitation Education Program for Stroke (REPS) combines a self-directed online learning…

  18. Memories as Useful Outcomes of Residential Outdoor Environmental Education

    Science.gov (United States)

    Liddicoat, Kendra R.; Krasny, Marianne E.

    2014-01-01

    Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education.…

  19. Distance Learners in Higher Education: Institutional Responses for Quality Outcomes.

    Science.gov (United States)

    Gibson, Chere Campbell, Ed.

    The contributors to this book, administrators and faculty from a variety of higher education institutions in North America, reflect on current research and practices in distance higher education, and address specific facets of the distance learner. Following an introduction by Michael G. Moore, eight chapters include the following: (1) Distance…

  20. Teachers' Education and Outcomes: Mapping the Research Terrain

    Science.gov (United States)

    Cochran-Smith, Marilyn; Cannady, Matthew; McEachern, Kirstin Pesola; Mitchell, Kara; Piazza, Peter; Power, Christine; Ryan, Amy

    2012-01-01

    Background/Context: Questions about teacher quality, including how teachers ought to be educated and licensed, rank near the top of the educational agenda in the United States. These controversies persist because of lack of consensus about what "teacher quality" means, conflicting claims about the empirical evidence, and public skepticism about…

  1. Understanding Participant and Practitioner Outcomes of Environmental Education

    Science.gov (United States)

    West, Sarah E.

    2015-01-01

    Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant…

  2. Analysis of Special Education Tribunal Outcomes Using Luhmann's Systems Theory

    Science.gov (United States)

    Valeo, Angela; Underwood, Kathryn

    2015-01-01

    This paper examines Special Education Tribunals, in Ontario, Canada through a Luhmannian theoretical lens. At total of 58 Special Education Tribunal summary hearings were analyzed using the constant comparative method through NVivo software. The results revealed that these Tribunals appear to favour the assessment testimony of teachers and other…

  3. Partisanship, Political Polarization, and State Higher Education Budget Outcomes

    Science.gov (United States)

    Dar, Luciana; Lee, Dong-Wook

    2014-01-01

    In this article, we explore how partisanship affects state higher education policy priorities and expenditures. We assume that party coalitions are heterogeneous and policy preferences/priorities differ via mediating factors. We find that Democratic Party strength positively affects state funding for higher education but that the effect diminishes…

  4. Online Assessment of Athletic Training Education Outcomes and Program Satisfaction

    Directory of Open Access Journals (Sweden)

    W. David Carr

    2006-12-01

    Full Text Available This paper describes the development of the Online Assessment of Athletic Training Education system (OAATE, a tool for assessing student achievement in the knowledge domains necessary for certification as an athletic trainer. The system also assesses students' satisfaction with important dimensions of their individual degree programs. By making use of current database and communication technologies, we have developed a system that addresses important, unmet needs in the field of Athletic Training education. The design of the system makes it a dynamic, easily extensible tool that could be applied in a wide variety of education domains beyond its current setting. In addition, because of its Internet-based delivery system, the tool may be widely-used throughout the world, with benefits accruing to students, program instructors and administrators, and researchers in the field of education. Keywords: Education Assessment, Database, Information/Communication Technologies, Online Assessment.

  5. Technical assistance as a prevention capacity-building tool: a demonstration using the getting to outcomes framework.

    Science.gov (United States)

    Hunter, Sarah B; Chinman, Matthew; Ebener, Patricia; Imm, Pam; Wandersman, Abraham; Ryan, Gery W

    2009-10-01

    Demands on community-based prevention programs for performance accountability and positive outcomes are ever increasing in the face of constrained resources. Relatively little is known about how technical assistance (TA) should be structured to benefit community-based organizations and to lead to better outcomes. In this study, data from multiple sources were used to describe an effective TA model designed to improve the capacity of community-based organizations to plan, implement, and evaluate prevention programming. This article is the first of its kind to provide detailed analyses of the TA delivered to community-based organizations to build substance abuse prevention capacity. The results of this study describe the range of TA services provided and the importance of two-way communication between the TA provider and recipient. TA recipients reported high satisfaction and an improved understanding of targeted TA activities. However, achieving these benefits requires significant program staff time, and not all skills were successfully transferred. Results from this study suggest how TA may be structured to be effective in supporting quality prevention programming in community settings.

  6. The National Model for Minority Education and Training Demonstration (NMMETD) Case Study

    Science.gov (United States)

    NMMETD targeted minority and indigent residents by educating homeowners about the management of onsite systems and assisting residents with funding options for managing, installing, and disseminating information about onsite wastewater systems.

  7. The Impact of Children's Public Health Insurance Expansions on Educational Outcomes. NBER Working Paper No. 14671

    Science.gov (United States)

    Levine, Phillip B.; Schanzenbach, Diane Whitmore

    2009-01-01

    This paper examines the impact of public health insurance expansions through both Medicaid and SCHIP on children's educational outcomes, measured by 4th and 8th grade reading and math test scores, available from the National Assessment of Educational Progress (NAEP). We use a triple difference estimation strategy, taking advantage of the…

  8. Education Abroad in China: Literature Review of Study Abroad Program Types, Outcomes and Benefits

    Science.gov (United States)

    Dixon, Brett

    2013-01-01

    While there has been an increase in students studying abroad in China, this increase has not been seen in the respective number of articles published in scholarly journals on education abroad in China. This paper summarizes articles from journals on the types of education abroad programs in China, organized by topic, and by the outcomes and…

  9. Assessment of Educational Outcomes in Pediatric Dentistry: A Site Examiner's Perspective.

    Science.gov (United States)

    Casamassimo, Paul S.

    1990-01-01

    Outcomes assessment reduced to its simplest definition is quality control. Characteristics of the new Accreditation Standards for Dental Education Programs include: patient oriented, take a definite posture in relation to the specialties, create a minimally educated practitioner, are process oriented, and provide a form of quality assurance in…

  10. Connecting Intercultural Communication Service Learning with General Education: Issues, Outcomes, and Assessment

    Science.gov (United States)

    Littlefield, Robert S.; Rick, Jessica M.; Currie-Mueller, Jenna L.

    2016-01-01

    This study explored the intersection between service learning and general education outcomes through the self-reported perceptions of 382 college students participating in an intercultural communication course that satisfied the general education requirement at a midsized Upper Plains research university for studying cultural diversity. The data…

  11. Increases in Maternal Education and Low-Income Children's Cognitive and Behavioral Outcomes

    Science.gov (United States)

    Harding, Jessica F.

    2015-01-01

    Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head…

  12. Noncredit Education in Community College: Students, Course Enrollments, and Academic Outcomes. CCRC Working Paper No. 84

    Science.gov (United States)

    Xu, Di; Ran, Xiaotao

    2015-01-01

    The past two decades have seen a noticeable increase in noncredit instructional offerings in postsecondary education. While noncredit programs have been advocated as a promising way to address educational equity, knowledge about the noncredit sector, such as the types of students enrolled in noncredit courses and their academic outcomes, is…

  13. Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

    Science.gov (United States)

    Lemons, Christopher J.; Al Otaiba, Stephanie; Conway, Sheila J.; Mellado De La Cruz, Veronica

    2016-01-01

    The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design…

  14. The Role of Non-Classroom Faculty in Student Learning Outcomes in Higher Education Context

    Science.gov (United States)

    Inozu, Julide

    2011-01-01

    Researchers have identified a number of learning experiences including faculty-student interaction which affect students' gains in learning outcomes in higher education. This study specifically focused on the relationship between out-of-class faculty-student contact and student learning gains in a language teacher education program. The study was…

  15. Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

    Science.gov (United States)

    McEvilly, Nollaig

    2014-01-01

    This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence "health and…

  16. Increases in Maternal Education and Low-Income Children's Cognitive and Behavioral Outcomes

    Science.gov (United States)

    Harding, Jessica F.

    2015-01-01

    Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head…

  17. Effects and Social Validity of Differentiated Instruction on Student Outcomes for Special Educators

    Science.gov (United States)

    Ernest, James M.; Thompson, Shirley E.; Heckaman, Kelly A.; Hull, Karla; Yates, Jamie

    2011-01-01

    Student outcome data were examined for 35 teacher education candidates working toward special education certification who used an iterative differentiated instruction process over a 5-week period. Data were analyzed across a range of content areas and ages. Results indicated statistically significant and noteworthy effects across students…

  18. Broadening Educational Outcomes: Social Relations, Skills Development, and Employability for Youth

    Science.gov (United States)

    Dejaeghere, Joan; Wiger, Nancy Pellowski; Willemsen, Laura Wangsness

    2016-01-01

    This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital…

  19. Broadening Educational Outcomes: Social Relations, Skills Development, and Employability for Youth

    Science.gov (United States)

    Dejaeghere, Joan; Wiger, Nancy Pellowski; Willemsen, Laura Wangsness

    2016-01-01

    This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital…

  20. Educational Mismatches and Labor Market Outcomes: Evidence from Both Vertical and Horizontal Mismatches in Thailand

    Science.gov (United States)

    Pholphirul, Piriya

    2017-01-01

    Purpose: Educational mismatches constitute negative impacts on labor markets in most countries, Thailand is no exception. The purpose of this paper is to quantify the degree of educational mismatch in Thailand and its impacts on labor market outcomes. Design/methodology/approach: This study analyzes data obtained from Thailand's Labor Force Survey…

  1. Implications and Applications of Modern Test Theory in the Context of Outcomes Based Education.

    Science.gov (United States)

    Andrich, David

    2002-01-01

    Uses a framework previously developed to relate outcomes based education and B. Bloom's "Taxonomy of Educational Objectives" to consider ways in which modern test theory can be used to connect aspects of assessment to the curriculum framework and to consider insights this connection might provide. (SLD)

  2. Family Structure Changes and Children's Health, Behavior, and Educational Outcomes

    DEFF Research Database (Denmark)

    Rasmussen, Astrid Würtz

    More and more children do not grow up in traditional nuclear families. Instead they grow up in single parent  households or in families with a step-parent. For example, in 1980, almost 83% of all Danish children in the ages 0 to 17 lived with both of their parents, but this number steadily...... structure changes during childhood. More family structure changes implies worse outcomes and might actually be more important than the number of years a child has spent in a single parent household. The age at which the family structure change occurs also seems to be important at least for some outcomes....... decreased to 73% in 2005. Hence it is important to improve our understanding of the impact of "shocks" in family structure due to parental relationship dissolution on children. International studies mainly suggest a negative relationship between non-nuclear family structure and child outcomes. There are two...

  3. Patient-reported outcomes following flexible sigmoidoscopy screening for colorectal cancer in a demonstration screening programme in the UK.

    Science.gov (United States)

    Robb, Kathryn A; Lo, Siu Hing; Power, Emily; Kralj-Hans, Ines; Edwards, Robert; Vance, Maggie; von Wagner, Christian; Atkin, Wendy; Wardle, Jane

    2012-12-01

    Flexible sigmoidoscopy (FS) screening for colorectal cancer will be introduced into the National Cancer Screening Programmes in England in 2013. Patient-reported outcome measures (PROMs) from trial participants indicate high acceptability and no adverse physical or psychological consequences, but this may not generalize to routine screening in the community. This study examined PROMs in a community-based FS screening programme. Eligible adults aged 58-59 (n = 2016) registered at 34 London general practices were mailed a National Health Service-endorsed invitation to attend FS screening. Pain and side-effects were assessed in a 'morning-after' questionnaire, and satisfaction was assessed in a three-month follow-up questionnaire. Anxiety, self-rated health and colorectal symptoms were assessed at prescreening and follow-up. In total, 1020 people attended screening and were included in the current analyses, of whom 913 (90%) returned the morning-after questionnaire, and 674 (66%) the follow-up questionnaire. The prescreening questionnaire had been completed by 751 (74%) of those who attended. The majority (87%) of respondents reported no pain or mild pain, and the most frequent side-effect (wind) was only experienced more than mildly by 16%. Satisfaction was extremely high, with 98% glad they had the test; 97% would encourage a friend to have it. From prescreening to follow-up there were no changes in anxiety or self-rated health, and the number of colorectal symptoms declined. Satisfaction and changes in wellbeing were not moderated by gender, deprivation, ethnicity or screening outcome. PROMs indicate high acceptability of FS screening in 58-59 year olds, with no adverse effects on colorectal symptoms, health status or psychological wellbeing.

  4. The National Health Educator Job Analysis 2010: process and outcomes.

    Science.gov (United States)

    Doyle, Eva I; Caro, Carla M; Lysoby, Linda; Auld, M Elaine; Smith, Becky J; Muenzen, Patricia M

    2012-12-01

    The National Health Educator Job Analysis 2010 was conducted to update the competencies model for entry- and advanced-level health educators. Qualitative and quantitative methods were used. Structured interviews, focus groups, and a modified Delphi technique were implemented to engage 59 health educators from diverse work settings and experience levels in a seven-step instrument development process. An online survey was then completed by 1,022 practicing health educators. Survey participants used 4-point ordinal scales to rank subcompetencies by frequency of use and importance and related knowledge items by cognitive levels based on the Revised Bloom's Taxonomy. Composite scores were calculated and subgroup comparisons conducted to validate 223 subcompetencies at entry (162), advanced-1 (42), and advanced-2 (19) levels of practice, along with 113 knowledge items. Advanced-level versus entry-level competencies and a comparison with the Competency Update Project model of 2006 are discussed. Implications and recommendations for the profession are provided.

  5. Demonstration of a Benchmarking Technique to Compare Graduate Education Level of Air Force Project Managers and Selected Benchmarking Partners

    Science.gov (United States)

    1994-09-01

    the 1,450th file. This 46 technique sampled files on a nonprobability representation basis; some files did not have a nonzero chance of being reviewed...04 ELECTE: 4 t- OF A DEMONSTRATION OF A BENCHMARKING * ’~ TECHNIQUE TO COMPARE GRADUATE EDUCATION LEVELS OF AIR FORCE PROJECT MANAGERS AND SELECTED...8217,- -AIR FORCE INSTITUTE OF TECHNOLOGY .Wright-Patterson Air Force Base, Ohio AFIT/GSM/LAS/94S-3 A DEMONSTRATION OF A BENCHMARKING TECHNIQUE TO COMPARE

  6. Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter?

    Science.gov (United States)

    Carbonaro, William; Workman, Joseph

    2016-07-01

    Sociologists of education have long been interested in the effects of peer relations on educational outcomes. Recent theory and research on adolescence suggest that peers on the boundaries of students' friendship networks may play an important role in shaping behaviors and educational outcomes. In this study, we examine the importance of a key "intermediate peer context" for students' outcomes: the friends of a student's friends. Our findings indicate both friends' and friends' friends' characteristics independently predict students' college expectations and their risk of dropping out of high school (although only friends' characteristics predict GPA). Our models suggest the magnitude of students' friends-of-friends' characteristics are at least as large their friends' characteristics. Together, the association between the peer context and students outcomes is considerably larger when accounting for both the characteristics of students' friends and the friends of their friends.

  7. Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments

    Science.gov (United States)

    Slavin, Robert E.

    2010-01-01

    In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfers programmes in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale…

  8. Effects of Class Size on Alternative Educational Outcomes across Disciplines

    Science.gov (United States)

    Cheng, Dorothy A.

    2011-01-01

    This is the first study to use self-reported ratings of student learning, instructor recommendations, and course recommendations as the outcome measure to estimate class size effects, doing so across 24 disciplines. Fixed-effects models controlling for heterogeneous courses and instructors reveal that increasing enrollment has negative and…

  9. An Educational Laboratory Experiment to Demonstrate the Development of Fires in a Long Enclosure

    Science.gov (United States)

    Moinuddin, Khalid

    2013-01-01

    This paper is aimed at describing an experiment involving flame-front movement across the fuel package located within long enclosures and associated heat transfer mechanism. There is a growing interest in incorporating safety education in the chemical engineering curriculum, especially in relation to "facility siting." This experiment is…

  10. Early Clinical Outcomes Demonstrate Preserved Cognitive Function in Children With Average-Risk Medulloblastoma When Treated With Hyperfractionated Radiation Therapy

    Energy Technology Data Exchange (ETDEWEB)

    Gupta, Tejpal, E-mail: tejpalgupta@rediffmail.com [Department of Radiation Oncology, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India); Jalali, Rakesh [Department of Radiation Oncology, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India); Goswami, Savita [Department of Clinical Psychology and Psychiatry Unit, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India); Nair, Vimoj [Department of Radiation Oncology, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India); Moiyadi, Aliasgar [Division of Neuro-Surgery, Department of Surgical Oncology, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India); Epari, Sridhar [Department of Pathology, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India); Sarin, Rajiv [Department of Radiation Oncology, Advanced Centre for Treatment Research and Education in Cancer and Tata Memorial Hospital, Mumbai (India)

    2012-08-01

    Purpose: To report on acute toxicity, longitudinal cognitive function, and early clinical outcomes in children with average-risk medulloblastoma. Methods and Materials: Twenty children {>=}5 years of age classified as having average-risk medulloblastoma were accrued on a prospective protocol of hyperfractionated radiation therapy (HFRT) alone. Radiotherapy was delivered with two daily fractions (1 Gy/fraction, 6 to 8 hours apart, 5 days/week), initially to the neuraxis (36 Gy/36 fractions), followed by conformal tumor bed boost (32 Gy/32 fractions) for a total tumor bed dose of 68 Gy/68 fractions over 6 to 7 weeks. Cognitive function was prospectively assessed longitudinally (pretreatment and at specified posttreatment follow-up visits) with the Wechsler Intelligence Scale for Children to give verbal quotient, performance quotient, and full-scale intelligence quotient (FSIQ). Results: The median age of the study cohort was 8 years (range, 5-14 years), representing a slightly older cohort. Acute hematologic toxicity was mild and self-limiting. Eight (40%) children had subnormal intelligence (FSIQ <85), including 3 (15%) with mild mental retardation (FSIQ 56-70) even before radiotherapy. Cognitive functioning for all tested domains was preserved in children evaluable at 3 months, 1 year, and 2 years after completion of HFRT, with no significant decline over time. Age at diagnosis or baseline FSIQ did not have a significant impact on longitudinal cognitive function. At a median follow-up time of 33 months (range, 16-58 months), 3 patients had died (2 of relapse and 1 of accidental burns), resulting in 3-year relapse-free survival and overall survival of 83.5% and 83.2%, respectively. Conclusion: HFRT without upfront chemotherapy has an acceptable acute toxicity profile, without an unduly increased risk of relapse, with preserved cognitive functioning in children with average-risk medulloblastoma.

  11. Academic performance, educational aspiration and birth outcomes among adolescent mothers: a national longitudinal study.

    Science.gov (United States)

    Xie, Yiqiong; Harville, Emily Wheeler; Madkour, Aubrey Spriggs

    2014-01-15

    Maternal educational attainment has been associated with birth outcomes among adult mothers. However, limited research explores whether academic performance and educational aspiration influence birth outcomes among adolescent mothers. Data from Waves I and IV of the National Longitudinal Study of Adolescent Health (Add Health) were used. Adolescent girls whose first pregnancy occurred after Wave I, during their adolescence, and ended with a singleton live birth were included. Adolescents' grade point average (GPA), experience of ever skipping a grade and ever repeating a grade, and their aspiration to attend college were examined as predictors of birth outcomes (birthweight and gestational age; n = 763). Univariate statistics, bivariate analyses and multivariable models were run stratified on race using survey procedures. Among Black adolescents, those who ever skipped a grade had higher offspring's birthweight. Among non-Black adolescents, ever skipping a grade and higher educational aspiration were associated with higher offspring's birthweight; ever skipping a grade was also associated with higher gestational age. GPA was not statistically significantly associated with either birth outcome. The addition of smoking during pregnancy and prenatal care visit into the multivariable models did not change these associations. Some indicators of higher academic performance and aspiration are associated with better birth outcomes among adolescents. Investing in improving educational opportunities may improve birth outcomes among teenage mothers.

  12. Linguistic and Metalinguistic Outcomes of Intense Immersion Education: How Bilingual?

    Science.gov (United States)

    Hermanto, Nicola; Moreno, Sylvain; Bialystok, Ellen

    2012-01-01

    Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French.…

  13. Improving Educational Outcomes for Children in Foster Care

    Science.gov (United States)

    Watson, Christina; Kabler, Brenda

    2012-01-01

    Recent statistics estimate that there are 783,000 children living in foster care in the United States. This vulnerable population is at risk for academic failure as well as internalizing and externalizing behavioral problems. Compared to their peers, foster youth face significant educational difficulties, including lower levels of academic…

  14. Improving K-12 STEM Education Outcomes through Technological Integration

    Science.gov (United States)

    Urban, Michael J., Ed.; Falvo, David A., Ed.

    2016-01-01

    The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

  15. State Higher Education Performance Funding: Data, Outcomes, and Policy Implications

    Science.gov (United States)

    Tandberg, David A.; Hillman, Nicholas W.

    2014-01-01

    As states explore strategies for increasing educational attainment levels, attention is being paid to performance funding. This study asks, "Does the introduction of performance funding programs affect degree completion among participating states?" Utilizing a quasi-experimental research design we find limited evidence that performance…

  16. The effect of restorative juvenile justice on future educational outcomes

    NARCIS (Netherlands)

    I. Rud; C. van Klaveren; W. Groot; H. Maassen van den Brink

    2014-01-01

    In this article, we study the effects of a Dutch restorative justice program for adolescent first-time offenders on early school leaving and years of education attained. Causal statistical estimates are presented using data from a randomized experiment, in which 944 adolescent offenders are randomly

  17. Informing Leadership Education by Connecting Curricular Experiences and Leadership Outcomes

    Science.gov (United States)

    McKim, Aaron J.; Velez, Jonathan J.

    2017-01-01

    Linking specific learning experiences to leadership development has the potential to enhance leadership education. In this study, we sought to link student growth in 13 leadership areas to specific learning experiences within a leadership development program. We measured development within the 13 areas by comparing the perceived needs of students…

  18. Is education an engine for immigrants' employment outcome?

    NARCIS (Netherlands)

    A. Zorlu

    2014-01-01

    This paper assesses the role of (foreign) education in determining the adjustment profile of immigrants in employment using the Dutch Labour Force Survey and regression analysis techniques. The disadvantaged labour market position of immigrants from developing countries is often linked to their lowe

  19. Informing Leadership Education by Connecting Curricular Experiences and Leadership Outcomes

    Science.gov (United States)

    McKim, Aaron J.; Velez, Jonathan J.

    2017-01-01

    Linking specific learning experiences to leadership development has the potential to enhance leadership education. In this study, we sought to link student growth in 13 leadership areas to specific learning experiences within a leadership development program. We measured development within the 13 areas by comparing the perceived needs of students…

  20. Program Design and Student Outcomes in Graduate Education

    Science.gov (United States)

    Groen, Jeffrey A.; Jakubson, George H.; Ehrenberg, Ronald G.; Condie, Scott; Liu, Albert Y.

    2008-01-01

    Doctoral programs in the humanities and related social sciences are characterized by high attrition and long times to degree. In 1991 the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the quality of graduate programs and in turn reduce attrition and shorten time-to-degree. Over a 10-year period, the…

  1. How do you deliver a good obstetrician? Outcome-based evaluation of medical education.

    Science.gov (United States)

    Asch, David A; Nicholson, Sean; Srinivas, Sindhu K; Herrin, Jeph; Epstein, Andrew J

    2014-01-01

    The goal of medical education is the production of a workforce capable of improving the health and health care of patients and populations, but it is hard to use a goal that lofty, that broad, and that distant as a standard against which to judge the success of schools or training programs or particular elements within them. For that reason, the evaluation of medical education often focuses on elements of its structure and process, or on the assessment of competencies that could be considered intermediate outcomes. These measures are more practical because they are easier to collect, and they are valuable when they reflect activities in important positions along the pathway to clinical outcomes. But they are all substitutes for measuring whether educational efforts produce doctors who take good care of patients.The authors argue that the evaluation of medical education can become more closely tethered to the clinical outcomes medical education aims to achieve. They focus on a specific clinical outcome-maternal complications of obstetrical delivery-and show how examining various observable elements of physicians' training and experience helps reveal which of those elements lead to better outcomes. Does it matter where obstetricians trained? Does it matter how much experience they have? Does it matter how good they were to start? Each of these questions reflects a component of the production of a good obstetrician and, most important, defines a good obstetrician as one whose patients in the end do well.

  2. The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

    Directory of Open Access Journals (Sweden)

    Nicole Biedinger

    2011-01-01

    Full Text Available Educational inequality is a well-established topic among the scientific community in Western countries. Major individual differences emerge well before children arrive at school. Therefore the following analysis deals with the explanation of early differences in cognitive outcomes. However, there is not much research done in Germany. The main question is if the strong effect of the educational background and the home environment on their outcomes and on the improvement exists as well. To test this, data of the project “Preschool Education and Educational Careers among Migrant Children” was used. The results of structural equation models confirm that the home environment and the education of the parents are important for children's outcomes at the age of 3 to 4. In addition both factors also play a major role for the explanation of the improvement of the cognitive abilities. The results show that in Germany the home environment and parental education are important predictors of cognitive abilities. As a main result the study shows that it is very important to control for earlier abilities of the children and to encourage low educated parents to be active with their children, since in that way they can compensate for their lower educational background.

  3. Does a multidisciplinary diabetes group education visit improve patient outcomes?

    Science.gov (United States)

    O'Dell, Kristi J; O'Dell, Michael L; Taylor, James L

    2009-12-01

    Diabetes is a significant and growing public health concern, and patient education is the primary approach for self-management. The objective of this study is to assess the impact of a single session diabetes group education intervention. The design is a one-group pretest/posttest evaluation. Participants were adult outpatients with diabetes who attended a single session group education visit and volunteered to participate in the study. Survey questions include the Single Item Literacy Screener and diabetes knowledge questions. The survey was mailed and collected before the group visit. Diabetes knowledge was collected immediately after the group visit and again by telephone one to four months later. Hemoglobin A1c (HbA1c), lipids, and blood pressure were collected from the patient electronic medical record before and, where available, three months after the group visit. Data analysis includes descriptive statistics and Students t-testing to determine pre- and posttest differences of diabetes knowledge and physiological markers. Thirty-eight adult outpatients participated in the study. Nearly half responded that they never needed to have someone help with written medical materials. There was a significant increase from pretest to immediate posttest diabetes knowledge scores (N = 3; M = 5.58 to M = 7.53 out of 10), t(38) = -5.217, p = education (M = 9.16 to M = 8.52), t(27) = 2.185, p = .038. A single session diabetes group education visit is effective in increasing patients' diabetes knowledge and decreasing HbA1c levels.

  4. Educating the engineers of 2020: An outcomes-based typology of engineering undergraduates

    Science.gov (United States)

    Knight, David B.

    Members of government and industry have called for greater emphasis within U.S. colleges and universities on producing engineers who can enter and advance a more competitive, globally connected workforce. Looking toward this future, engineers will need to exhibit strong analytical skills as in the past, but they also will need to be proficient in a cadre of new abilities to compete. This study examines, in combination, an array of knowledge and skills aligned with the National Academy of Engineering's "engineer of 2020." The study has two major goals. The first is to develop a typology of engineering students based on the learning outcomes associated with the engineer of E2020. The second is to understand the educational experiences that distinguish these groups of students who resemble, more or less, the engineer of 2020. This approach acknowledges that engineering graduates need a complex skill set to succeed in the new global economy; it is the combination of skills associated with the engineer of 2020, not the individual skills in isolation, which will ensure graduates can respond to workforce needs of the future. To date, research on student outcomes has studied learning outcomes independent of one another rather than investigating student learning holistically. The study uses student data from the Prototype to production: Processes and conditions for preparing the Engineer of 2020 study, sponsored by the National Science Foundation (NSF EEC-0550608). Engineering students from a nationally representative sample of engineering programs in the United States answered a survey that collected information on their pre-college academic preparation and sociodemographic characteristics, their curricular and co-curricular experiences in their engineering programs, and their self-ratings of their engineering-related competencies. Only data on engineering students in their senior year (n=2,422) were utilized in analyses. Analyses were conducted in multiple phases for each

  5. Outcome-based residency education: teaching and evaluating the core competencies in plastic surgery.

    Science.gov (United States)

    Bancroft, Gregory N; Basu, C Bob; Leong, Mimi; Mateo, Carol; Hollier, Larry H; Stal, Samuel

    2008-06-01

    Through its oversight of residency education in the United States, the Accreditation Council for Graduate Medical Education has mandated new structural changes in resident education with its newly created core competencies and an emphasis on outcomes-based education. These core competencies represent the central areas in which the Accreditation Council for Graduate Medical Education believes a plastic surgery resident should receive adequate and appropriate education and training. In addition, as part of this outcomes-based education, residents are to be evaluated on their level of mastery in these core competencies. Increasingly, the Accreditation Council for Graduate Medical Education will assess the ability of residency programs to integrate the teaching and evaluating of the core competencies in their accreditation process of plastic surgery residency programs. This shift in residency evaluation initiated by the Outcomes Project by the Accreditation Council for Graduate Medical Education will have a significant impact in how plastic surgery residents are taught and, as importantly, evaluated in the coming years. The objectives of this work were as follows: (1) to outline the different methods available to foster a core competency-based plastic surgery training curriculum and (2) to serve as a primer to help both full-time academic and clinical faculty to further develop their curriculum to successfully teach and constructively evaluate their residents in the core competencies in accordance with the Accreditation Council for Graduate Medical Education guidelines. At the conclusion of this review, the reader should have a better understanding of what is necessary to formulate and help foster a plastic surgery core competency curriculum, particularly with an emphasis on the contemporary methods used for outcomes evaluations.

  6. Linguistic and metalinguistic outcomes of intense immersion education: How bilingual?

    Science.gov (United States)

    Hermanto, Nicola; Moreno, Sylvain; Bialystok, Ellen

    2012-01-01

    Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after five years of immersion education in French. Measures of metalinguistic ability (letter fluency and ignoring semantic anomalies in sentence judgments) in French improved significantly over the two grades studied and closed the gap (letter fluency) or caught up with (sentence judgments) similar performance in English. This dissociation between developmental trajectories for linguistic and metalinguistic development is exactly the pattern expected for fully bilingual children, endorsing immersion education as a route to bilingualism.

  7. Linguistic and metalinguistic outcomes of intense immersion education: How bilingual?

    OpenAIRE

    Hermanto, Nicola; Moreno, Sylvain; Bialystok, Ellen

    2012-01-01

    Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after five years of immersion education in French. Measures of metalinguistic ability (letter fluency and ignoring semantic anomalies in sentence judgments) in French improved significantly over the...

  8. Reconceiving corporate social responsibility for business and educational outcomes

    OpenAIRE

    Mark Anthony Camilleri

    2016-01-01

    There are win win opportunities for big businesses and policy-makers as they nurture human capital with the right knowledge, skills and competences. A thorough literature review suggests that there is a rationale for corporations to collaborate with national governments and other stakeholders in the provision of education and training. In addition, this paper presents qualitative case studies of numerous exemplary firms that have distinguished themselves for their responsible behaviours, part...

  9. Reconceiving corporate social responsibility for business and educational outcomes

    Directory of Open Access Journals (Sweden)

    Mark Anthony Camilleri

    2016-12-01

    Full Text Available There are win win opportunities for big businesses and policy-makers as they nurture human capital with the right knowledge, skills and competences. A thorough literature review suggests that there is a rationale for corporations to collaborate with national governments and other stakeholders in the provision of education and training. In addition, this paper presents qualitative case studies of numerous exemplary firms that have distinguished themselves for their responsible behaviours, particularly towards their human resources and prospective employees. The findings indicate that there is scope for businesses to engage in corporate social responsibility (CSR initiatives through the provision of educational programmes and continuous professional training and development of workers. Very often, these businesses’ underlying objective is to improve their employees’ competences, whilst minimising the skill gaps and mismatches in the labour market. In conclusion, this inquiry posits that CSR and stakeholder engagement could boost the employees’ morale and job satisfaction, which may in turn lead to lower staff turnover rates and greater productivity levels in workplace environments. It implies that there is potential for the organisational cultures and their business ethos to become more attuned with the governments’ educational policies; in order to better respond to the diverse needs of today’s learners and tomorrow’s human resources.

  10. Green energy education programs and demonstrations at the Kortright Centre for Conservation

    Energy Technology Data Exchange (ETDEWEB)

    Waters, A. [Kortright Centre for Consevation, Woodbridge, ON (Canada)

    2005-07-01

    The Kortright Centre for Conservation is situated on 325 hectares of pristine woodlands a few kilometres north of Toronto, Ontario. It has one of the most progressive and innovative environmental outdoor programs, demonstrations and events in Canada. It is intended to inspire people to think and act more sustainably and to promote green energy solutions. The Centre has designed several successful programs for students and adults that provide both theoretical and hands on learning opportunities. This paper described some of the unique demonstration programs used at the Kortright Centre for Conservation which is owned and operated by the Toronto and Region Conservation Authority. The demonstrations include the following: Canada's most energy efficient building; 8 kw of grid connected photovoltaic systems; 500 watts of remote photovoltaic systems; Canada's first roof-mounted grid-connected photovoltaic system; Canada's first solar shingle roof system; 120 watt solar water pumping system; 10 kw grid connected wind turbine; 50 and 400 watt small wind turbines; an energy efficient cottage powered entirely by solar/wind energy; 3 solar hot water heating demonstrations; solar assisted ground source heat pump; hybrid popular plantation; wood energy display; high efficiency wood burning appliances; biological wetland waste water treatment; and composting toilets. These programs engage a variety of groups, including industry, families and students in sustainable practices. 7 figs.

  11. A Demonstration Sample for Poetry Education: Poem under the Light of "Poetics of the Open Work"

    Science.gov (United States)

    Afacan, Aydin

    2016-01-01

    The aim of this study is to provide a demonstration sample for the high school stage under the light of "Poetics of the Open Work" that is considered as a step towards comprehending the qualified poem. In this study, has been built in single group pretest-posttest design. Independent variables are applied to a randomly selected group to…

  12. Schizophrenia: a five-year follow-up of patient outcome following psycho-education for caregivers.

    LENUS (Irish Health Repository)

    McWilliams, S

    2012-01-01

    There is evidence that psycho-education courses for caregivers of individuals with schizophrenia improve the short-term outcome of the condition. However, most of the outcome studies are limited to two-year follow-up.

  13. The Efffects of Workplace Financial Education on Personal Finances and Work Outcomes

    OpenAIRE

    Kim, Jinhee

    2000-01-01

    The purpose of this research was to examine the effects of workplace financial education on workers' personal finances and work outcomes and determine relationships among financial management (attitudes, knowledge and behaviors), financial well-being, personal finance-work conflict, and work outcomes with data of white-collar workers in an insurance company in mid-western states. Research questions were (1) What are the profiles of financial attitudes, financial knowledge, financial behav...

  14. The Educational Context and Outcomes for High School Students with Disabilities: General Education Classes and the Satisfaction of General Education Teachers. Research Report.

    Science.gov (United States)

    Schumaker, Jean B.; Bulgren, Janis A.; Davis, Betsy; Grossen, Bonnie; Marquis, Janet; Deshler, Donald D.; Lenz, B. Keith

    The fifth in a series of studies investigating the educational context and outcomes for high school students with disabilities, this study examined instruction provided in inclusive general education classes in three high schools in urban areas, three in suburban areas, and three in rural areas. Five ninth-grade classes, including biology,…

  15. The Educational Context and Outcomes for High School Students with Disabilities: The Perceptions of General Education Teachers. Research Report.

    Science.gov (United States)

    Bulgren, Janis A.; Lenz, B. Keith; McKnight, Melinda; Davis, Betsy; Grossen, Bonnie; Marquis, Janet; Deshler, Donald D.; Schumaker, Jean B.

    The seventh in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined the high school context within which students with and without disabilities must succeed and the supports in place for assisting them. A questionnaire was administered to 70 high school…

  16. Time reversal focusing of elastic waves in plates for an educational demonstration.

    Science.gov (United States)

    Heaton, Christopher; Anderson, Brian E; Young, Sarah M

    2017-02-01

    The purpose of this research is to develop a visual demonstration of time reversal focusing of vibrations in a thin plate. Various plate materials are tested to provide optimal conditions for time reversal focusing. Specifically, the reverberation time in each plate and the vibration coupling efficiency from a shaker to the plate are quantified to illustrate why a given plate provides the best spatially confined focus as well as the highest focal amplitude possible. A single vibration speaker and a scanning laser Doppler vibrometer (SLDV) are used to provide the time reversal focusing. Table salt is sprinkled onto the plate surface to allow visualization of the high amplitude, spatially localized time reversal focus; the salt is thrown upward only at the focal position. Spatial mapping of the vibration focusing on the plate using the SLDV is correlated to the visual salt jumping demonstration. The time reversal focusing is also used to knock over an object when the object is placed at the focal position; some discussion of optimal objects to use for this demonstration are given.

  17. Mixed tenure communities as a policy instrument for educational outcomes in a deprived urban context?

    Science.gov (United States)

    Robison, Oonagh; Kearns, Ade; Gray, Linsay; Bond, Lyndal; Henderson, Marion

    2016-05-03

    This article considers mixed community strategies, enacted through planning and regeneration policies, as a policy approach to the improvement of educational outcomes in schools. Analysis is undertaken of educational outcomes across secondary schools in Glasgow. The level of owner occupation in the catchment is positively associated with both examination results at S4 and positive destinations post-school, particularly at the more deprived end of the school spectrum. The results suggest that tenure mix may be both directly and indirectly related to school performance, with neighbourhood context effects not being entirely mediated through the school context.

  18. Multimodality and interactivity: connecting properties of serious games with educational outcomes.

    Science.gov (United States)

    Ritterfeld, Ute; Shen, Cuihua; Wang, Hua; Nocera, Luciano; Wong, Wee Ling

    2009-12-01

    Serious games have become an important genre of digital media and are often acclaimed for their potential to enhance deeper learning because of their unique technological properties. Yet the discourse has largely remained at a conceptual level. For an empirical evaluation of educational games, extra effort is needed to separate intertwined and confounding factors in order to manipulate and thus attribute the outcome to one property independent of another. This study represents one of the first attempts to empirically test the educational impact of two important properties of serious games, multimodality and interactivity, through a partial 2 x 3 (interactive, noninteractive by high, moderate, low in multimodality) factorial between-participants follow-up experiment. Results indicate that both multimodality and interactivity contribute to educational outcomes individually. Implications for educational strategies and future research directions are discussed.

  19. Training Graduate Students for Psychodiagnostics in the Structure of Educational Outcomes Monitoring

    Directory of Open Access Journals (Sweden)

    Shashlova G.M.,

    2016-12-01

    Full Text Available The article focuses on the stages of professional skills development in graduate students within the module “Psychological Diagnostics inChildren” (master's programme in School Psychology based on the requirements of the professional standard and aimed at providing effective screening (monitoring of mental development in children and adolescents in order to reveal those in need of psychological help. The article addresses the issue of instructional content selection in the module that would allow undergraduates to develop the ability and willingness to conduct unassisted psychodiagnostics in the process of monitoring children’s educational outcomes. Also, the article discusses the specifics of sharing between a university and an educational institution the responsibility for developing competencies in students required for carrying out such professional activities as screening (monitoring, processing data, interpreting data, and presenting outcomes. These aspects of work are covered in relation to the documents regulating the educational process, for instance, the Federal State Standards in General Education.

  20. SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators

    NARCIS (Netherlands)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul A.

    2010-01-01

    Seezink, A., Poell, R. F., & Kirschner, P. A. (2010). SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators. European Journal of Teacher Education, 33(3), 229-243.

  1. Presentation on the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC): A Working Model and Progress Report

    Science.gov (United States)

    Glesener, G. B.; Vican, L.

    2015-12-01

    Physical analog models and demonstrations can be effective educational tools for helping instructors teach abstract concepts in the Earth, planetary, and space sciences. Reducing the learning challenges for students using physical analog models and demonstrations, however, can often increase instructors' workload and budget because the cost and time needed to produce and maintain such curriculum materials is substantial. First, this presentation describes a working model for the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC) to support instructors' use of physical analog models and demonstrations in the science classroom. The working model is based on a combination of instructional resource models developed by the Association of College & Research Libraries and by the Physics Instructional Resource Association. The MEDL-CMC aims to make the curriculum materials available for all science courses and outreach programs within the institution where the MEDL-CMC resides. The sustainability and value of the MEDL-CMC comes from its ability to provide and maintain a variety of physical analog models and demonstrations in a wide range of science disciplines. Second, the presentation then reports on the development, progress, and future of the MEDL-CMC at the University of California Los Angeles (UCLA). Development of the UCLA MEDL-CMC was funded by a grant from UCLA's Office of Instructional Development and is supported by the Department of Earth, Planetary, and Space Sciences. Other UCLA science departments have recently shown interest in the UCLA MEDL-CMC services, and therefore, preparations are currently underway to increase our capacity for providing interdepartmental service. The presentation concludes with recommendations and suggestions for other institutions that wish to start their own MEDL-CMC in order to increase educational effectiveness and decrease instructor workload. We welcome an interuniversity collaboration to

  2. Need to reform education in graduate schools of public health in Japan: Toward outcome-based education to cultivate competencies.

    Science.gov (United States)

    Inoue, Mariko; Yano, Eiji

    2016-01-01

    Japan, known for its good healthcare access via universal health insurance, leads the world in terms of life expectancy, and possesses a public health system that has improved health standards markedly in the 20th century. However, we currently face major challenges to maintain and promote people's health. Although these complicated problems pose numerous threats to public welfare, education of public health for health professionals still retains 20th-century standards. This also means that graduate education of public health in Japan is traditionally based on obtaining licensure as a medical professional, conducting research and writing papers, and on-the-job training. Since graduate school education is expected to produce competent public health leaders, Japan requires a reform toward a new education design that caters to the current societal needs. The current global trend in the education of health professionals leans toward outcome-based education to meet core competencies. Here, "competency" refers to a set of features or particular behavioral patterns possessed by highly qualified persons. In 2006, the World Health Organization (WHO) established a general health professional competency standard that includes both management and leadership competencies. Moreover, the Lancet Commission concluded that there was a need for transformative education based on a "health system approach." In brief, this means that our education should correspond to the needs of the health system to allow for the resolution of problems by educated professionals with satisfactory levels of competencies. In addition, as "change agents," these competent professionals are expected to promote societal change toward the realization of better public health. In Japan, the Central Education Council has produced several reports on professional graduate school reform since 2000. These reports indicate that graduate school curricula require reform to allow the health professionals to work

  3. The Educational Context and Outcomes for High-School Students with Disabilities: The Perceptions of Administrators. Research Report.

    Science.gov (United States)

    Jones, Jennifer; Adams, Gary; Schumaker, Jean B.; Deshler, Donald D.; Davis, Betsy; Grossen, Bonnie; Bulgren, Janis A.; Marquis, Janet; Lenz, B. Keith

    The sixth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study compared views of general education and special education administrators on the educational programs for SWDs and other at-risk students. Administrators in three high schools in urban areas, three in…

  4. Quality of Education Outcomes: The Role of the Graduate Management Admission Test

    Science.gov (United States)

    Wamala, Robert; Buyinza, Mukadasi

    2013-01-01

    Although the Graduate Management Admission Test (GMAT) is considered by leading business institutions worldwide as a predictor of success in graduate programs, an issue of contention is whether the introduction of the examination enhances the quality of education outcomes. This study sought to obtain an understanding of this issue, focusing on…

  5. Outcomes of Social Work Education: The Case for Social Work Self-Efficacy.

    Science.gov (United States)

    Holden, Gary; Meenaghan, Thomas; Anastas, Jeane; Metrey, George

    2002-01-01

    Developed and tested the Social Work Self-Efficacy Scale, which assesses social workers' confidence regarding a broad range of social work tasks. Pre-post data from two cohorts of social work students showed significant positive change in MSW students' self-efficacy, suggesting a new approach to outcomes assessment in social work education. (EV)

  6. An integral nursing education experience: outcomes from a BSN Reiki course.

    Science.gov (United States)

    Clark, Carey S

    2013-01-01

    Reiki is a hands-on healing modality that is practiced to support patients' healing process at more than 800 hospitals in the United States. This article explores the educational outcomes of an RN-BSN Reiki course as an aspect of an integral-holistic curriculum experience.

  7. National Assessment Meets Teacher Autonomy: National Assessment of Learning Outcomes in Music in Finnish Basic Education

    Science.gov (United States)

    Juntunen, Marja-Leena

    2017-01-01

    In Finland, teachers' have extensive autonomy, that is freedom from control by others over their professional actions in the classroom, and it is considered a strength of Finnish education. At the same time, national assessment of learning outcomes has been constructed to examine the learner's progress and achievements in relation to the criteria…

  8. Children with Cochlear Implants in Australia: Educational Settings, Supports, and Outcomes

    Science.gov (United States)

    Punch, Renee; Hyde, Merv

    2010-01-01

    This Australian study examined the communication, academic, and social outcomes of pediatric cochlear implantation from the perspectives of teachers working with children with cochlear implants. The children were aged from 1 to 18 years and attended a range of educational settings in early intervention, primary, and secondary schooling. One…

  9. Motivating Learning and Assessing Outcomes in Continuing Medical Education Using a Personal Learning Plan

    Science.gov (United States)

    Reed, Virginia A.; Schifferdecker, Karen E.; Turco, Mary G.

    2012-01-01

    Introduction: Although there is increasing focus on provider behavior change as an outcome of continuing medical education (CME), it has long been known that an increase in knowledge alone is rarely sufficient to induce such change. The Personal Learning Plan (PLP), designed to motivate and assess CME learning, was partly derived from SMART goals…

  10. Understanding Higher Education Institutions' Publicness: Do Public Universities Produce More Public Outcomes than Private Universities?

    Science.gov (United States)

    Lee, Young-Joo

    2017-01-01

    Higher education institutions produce a broad array of public outcomes. However, little is known about the varying levels of their contribution to the public good and what explains the variation among institutions. This study uses the theory of organisational publicness and examines how these institutions' ownership status and resource publicness…

  11. Examining Student Spiritual Outcomes as a Result of a General Education Religion Course

    Science.gov (United States)

    Hilton, John, III; Plummer, Kenneth

    2013-01-01

    In an era in which part-time faculty are becoming a higher proportion of the teaching faculty on most campuses, this study addressed the question of whether student learning outcomes in religious education courses are significantly influenced by whether the instructor teaches in a full- or part-time capacity in the Department of Religion. We…

  12. Evaluating Engagement with Graduate Outcomes across Higher Education Institutions in Aotearoa/New Zealand

    Science.gov (United States)

    Spronken-Smith, R.; Bond, C.; McLean, A.; Frielick, S.; Smith, N.; Jenkins, M.; Marshall, S.

    2015-01-01

    Our research addressed two aims: to develop a systematic way to evaluate institutional engagement with graduate outcomes and to explore such engagement in higher education institutions in Aotearoa/New Zealand. An online survey was completed by 14/29 institutions with nine follow-up interviews to gather information on institutional engagement with…

  13. Situating Special Educators' Instructional Quality and Their Students' Outcomes within the Conditions Shaping Their Work

    Science.gov (United States)

    Bettini, Elizabeth; Park, Yujeong; Benedict, Amber; Kimerling, Jenna; Leite, Walter

    2016-01-01

    This investigation examined relationships among special education teachers' working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities' reading achievement and behavioral outcomes. Data from the…

  14. A Paradigm for Student Learning Outcome Assessment in Information Systems Education: Continuous Improvement or Chasing Rainbows?

    Science.gov (United States)

    Saulnier, Bruce

    2014-01-01

    A paradigm is presented for student learning outcome assessment in information systems education. Successful deployment of the paradigm is illustrated using the author's home institution. The paradigm is consistent with both the scholarship of teaching and learning and the scholarship of assessment. It is concluded that the deployment of the…

  15. Improving Learner Outcomes in Lifelong Education: Formal Pedagogies in Non-Formal Learning Contexts?

    Science.gov (United States)

    Zepke, Nick; Leach, Linda

    2006-01-01

    This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…

  16. Instructional Development for Teachers in Higher Education: Effects on Students' Learning Outcomes

    Science.gov (United States)

    Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

    2012-01-01

    Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level.…

  17. Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD

    Science.gov (United States)

    Kuriyan, Aparajita B.; Pelham, William E., Jr.; Molina, Brooke S. G.; Waschbusch, Daniel A.; Gnagy, Elizabeth M.; Sibley, Margaret H.; Babinski, Dara E.; Walther, Christine; Cheong, JeeWon; Yu, Jihnhee; Kent, Kristine M.

    2013-01-01

    Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young…

  18. Learning Outcomes in Vocational Education: A Business Plan Development by Production-Based Learning Model Approach

    Science.gov (United States)

    Kusumaningrum, Indrati; Hidayat, Hendra; Ganefri; Anori, Sartika; Dewy, Mega Silfia

    2016-01-01

    This article describes the development of a business plan by using production-based learning approach. In addition, this development also aims to maximize learning outcomes in vocational education. Preliminary analysis of curriculum and learning and the needs of the market and society become the basic for business plan development. To produce a…

  19. Educational Outcomes for Students with Special Needs: The Impact of Support and Resources on Teachers' Perceptions

    Science.gov (United States)

    Sharpe, Traci Y.

    2013-01-01

    This article defines a theoretical framework for reviewing factors that affect a teacher's self-efficacy as they work to impact the educational outcomes for students with special needs. Bandura's Social-Cognitive Theory is utilized on the basis that one's belief in his ability to be effective has a direct impact on his effectiveness. This…

  20. The assessment of learning outcomes of computer modeling in secondary science education

    NARCIS (Netherlands)

    Borkulo, van Sylvia Patricia

    2009-01-01

    The computer modeling of dynamic systems is a topic that aligns well with the current trend in secondary science education to actively involve students in their knowledge construction, give room for inquiry, and offer realistic tasks. In this dissertation the specific learning outcomes that can be e

  1. Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

    Science.gov (United States)

    Cheng, Meng-Tzu; Annetta, Len

    2012-01-01

    This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

  2. Foster Care Experiences and Educational Outcomes of Young Adults Formerly Placed in Foster Care

    Science.gov (United States)

    Havalchak, Anne; White, Catherine Roller; O'Brien, Kirk; Pecora, Peter J.; Sepulveda, Martin

    2009-01-01

    This study contributes to the body of research on the educational outcomes of young adults who were formerly placed in foster care. Telephone interviews were conducted with 359 young adults (a 54.6% response rate). Participants must have been served for at least one year by one private foster care agency in one of its twenty-two offices. Results…

  3. The Role of Teachers' Support in Predicting Students' Motivation and Achievement Outcomes in Physical Education

    Science.gov (United States)

    Zhang, Tao; Solmon, Melinda A.; Gu, Xiangli

    2012-01-01

    Examining how teachers' beliefs and behaviors predict students' motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers' autonomy, competence, and…

  4. Trading Places: The Impact and Outcomes of Market Reform in Vocational Education and Training

    Science.gov (United States)

    Anderson, Damon

    2005-01-01

    The purpose of this study is to evaluate, from a national perspective, the impact and outcomes of market reform in vocational education and training (VET), particularly the introduction of competitive tendering and "user choice". It does so by examining the structure, composition and dynamics of contestable or "quasi-markets"…

  5. School Factors Explaining Achievement on Cognitive and Affective Outcomes : Establishing a Dynamic Model of Educational Effectiveness

    NARCIS (Netherlands)

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teach

  6. Measuring the Outcomes of Vocational Education and Training. Review of Research.

    Science.gov (United States)

    Dumbrell, Tom

    Outcome measures are one of three key dimensions of the performance of Australia's vocational education and training (VET) system. The government, employers, students, and the broader community all share an interest in ensuring that Australia's VET system produces skills needed in the labor market. However, each group's views of what constitutes a…

  7. School Factors Explaining Achievement on Cognitive and Affective Outcomes: Establishing a Dynamic Model of Educational Effectiveness

    Science.gov (United States)

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five…

  8. Using Social Media Applications for Educational Outcomes in College Teaching: A Structural Equation Analysis

    Science.gov (United States)

    Cao, Yingxia; Ajjan, Haya; Hong, Paul

    2013-01-01

    As more and more faculty members jump on the wagon of social media, an increasing number of publications began to investigate the adoption of social media applications and its motivators in and out of the classrooms. However, little research has paid close attention to the educational outcomes of social media utilization in college teaching. Thus,…

  9. Fundamental resource dis/advantages, youth health and adult educational outcomes.

    Science.gov (United States)

    Elman, Cheryl; Wray, Linda A; Xi, Juan

    2014-01-01

    Recent studies find lasting effects of poor youth health on educational attainment but use young samples and narrow life course windows of observation to explore outcomes. We apply a life course framework to three sets of Health and Retirement Study birth cohorts to examine early health status effects on education and skills attainment measured late in life. The older cohorts that we study were the earliest recipients of U.S. policies promoting continuing education through the GI Bill, community college expansions and new credentials such as the GED. We examine a wide range of outcomes but focus on GEDs, postsecondary school entry and adult human capital as job-related training. We find that older U.S. cohorts had considerable exposure to these forms of attainment and that the effects of youth health on them vary by outcome: health selection and ascription group effects are weak or fade, respectively, in outcomes associated with delayed or adult attainment. However, poorer health and social disadvantage in youth and barriers associated with ascription carry forward to limit attainment of key credentials such as diplomas and college degrees. We find that the human capital - health gradient is dynamic and that narrow windows of observation in existing studies miss much of it. National context also matters for studying health-education linkages over the life course.

  10. The Motivations and Outcomes of Studying for Part-Time Mature Students in Higher Education

    Science.gov (United States)

    Swain, Jon; Hammond, Cathie

    2011-01-01

    This paper examines the motivations and outcomes for mature students who study part-time in higher education (HE) in the UK. Although many students in HE are mature part-time learners, they have not been the specific focus of much research or policy interest. In-depth narrative interviews were carried out with 18 graduates who had studied…

  11. Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

    Science.gov (United States)

    Cheng, Meng-Tzu; Annetta, Len

    2012-01-01

    This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

  12. Transgender College Students: An Exploratory Study of Perceptions, Engagement, and Educational Outcomes

    Science.gov (United States)

    Dugan, John P.; Kusel, Michelle L.; Simounet, Dawn M.

    2012-01-01

    We explored transgender students' perceptions, engagement, and educational outcomes across 17 dimensions of the collegiate experience. Data were collected as part of a national study and represent a total of 91 transgender-identified college students as well as matching samples of nontransgender LGB and heterosexual peers for comparative purposes.…

  13. Uncovering Learning Outcomes: Explicating Obscurity in Learning of Aesthetics in Design and Technology Education

    Science.gov (United States)

    Haupt, Grietjie; Blignaut, Seugnet

    2008-01-01

    Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students'…

  14. Impact of Competency-Based Education and Assessment on Program Outcomes

    Science.gov (United States)

    Konkoth, Shanthi

    2016-01-01

    Since the publication of the "College Scorecard" by The U.S. Department of Education in 2015, comparisons between college attendance costs and institutional outcomes (i.e., graduation rates, post-graduation earnings) have come into sharp focus. This increased scrutiny requires institutions of higher learning to be more transparent about…

  15. Competition in the Sandbox: A Test of the Effects of Preschool Competition on Educational Outcomes

    Science.gov (United States)

    Henry, Gary T.; Gordon, Craig S.

    2006-01-01

    The emergence of publicly subsidized preschool raises important policy questions about the role of market forces and, in places where competition to provide these services exists, presents a setting in which the effects of competition on educational outcomes can be tested. We test neo-institutional hypotheses concerning the effects of competition…

  16. Educational Outcomes and Socioeconomic Status: A Decomposition Analysis for Middle-Income Countries

    Science.gov (United States)

    Nieto, Sandra; Ramos, Raúl

    2015-01-01

    This article analyzes the factors that explain the gap in educational outcomes between the top and bottom quartile of students in different countries, according to their socioeconomic status. To do so, it uses PISA microdata for 10 middle-income and 2 high-income countries, and applies the Oaxaca-Blinder decomposition method. Its results show that…

  17. Do school context, student composition and school leadership affect school practice and outcomes in secondary education?

    NARCIS (Netherlands)

    Opdenakker, M.C.; van Damme, J

    2007-01-01

    This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the difference

  18. The art and science of cancer education and evaluation: toward facilitating improved patient outcomes.

    Science.gov (United States)

    Johnson, Lenora; Ousley, Anita; Swarz, Jeffrey; Bingham, Raymond J; Erickson, J Bianca; Ellis, Steven; Moody, Terra

    2011-03-01

    Cancer education is a constantly evolving field, as science continues to advance both our understanding of cancer and its effects on patients, families, and communities. Moving discoveries to practice expeditiously is paramount to impacting cancer outcomes. The continuing education of cancer care professionals throughout their practice life is vital to facilitating the adoption of therapeutic innovations. Meanwhile, more general educational programs serve to keep cancer patients, their families, and the public informed of the latest findings in cancer research. The National Cancer Institute conducted an assessment of the current knowledge base for cancer education which involved two literature reviews, one of the general literature of the evaluation of medical and health education efforts, and the other of the preceding 5 years of the Journal of Cancer Education (JCE). These reviews explored a wide range of educational models and methodologies. In general, those that were most effective used multiple methodologies, interactive techniques, and multiple exposures over time. Less than one third of the articles in the JCE reported on a cancer education or communication product, and of these, only 70% had been evaluated for effectiveness. Recommendations to improve the evaluation of cancer education and the educational focus of the JCE are provided.

  19. An outcome evaluation of a perinatal education programme

    Directory of Open Access Journals (Sweden)

    Alfeous Rundare

    2012-07-01

    Full Text Available Orientation: The World Health Organisation (WHO (2005 reported that at least 260 mothers and babies die every day in South Africa. Most of these deaths are attributed to low standards of maternal and infant care. Research has shown that one way of reducing the maternal and infant mortality rates in hospitals is to improve the standard of care.Research purpose: The Perinatal Education Programme (PEP has been introduced in the Western Cape in South Africa, and the main aim of this evaluation was to provide information regarding the effectiveness of perinatal training in a single maternity hospital in this province.Motivation for the study: There are a few evaluation studies of the PEP in different South African contexts. These evaluations have shown that the programme was effective in improving the knowledge of midwives. The current evaluation was motivated by the need for more research on the programme’s effectiveness.Research design, approach and method: A quasi-experimental design was used to determine knowledge and skills acquisition of midwives. The sample consisted of 42 midwives. Programme records and questionnaire results were used as data.Main findings: This evaluation showed that the PEP is an effective programme endorsed by participants and supervisors alike.Practical/managerial implications: This specific hospital added group facilitation to the self-study mode of the programme. This mode of study produced additional increases in knowledge, skills and group work.Contributions/value-add: The evaluation has provided sound evidence for programme managers to increase programme coverage and continue the good work already evident from the results.

  20. The influence of learning styles preference of undergraduate nursing students on educational outcomes in substance use education.

    Science.gov (United States)

    Rassool, G Hussein; Rawaf, Salman

    2008-09-01

    This paper reports a study identifying the learning styles preference of undergraduate nursing students and examining its influence on educational outcomes. There are limited recent studies in the UK on the learning styles preference of undergraduate and its influence on educational outcomes. A purposive sample of 110 undergraduate nursing students completed a demographic questionnaire and the Honey and Mumford's learning styles inventory. A pre-post-test design was used to evaluate the educational outcomes. Reflector learning styles preference was the dominant learning styles among the majority of undergraduate nursing students. An interesting phenomenon about the distribution of the learning styles preference is the additional "dual" learning style category. The hypothesis that learning styles preference will determine knowledge acquisition, changes in attitude and intervention confidence skills was rejected. However, as this is a multi-layered hypothesis the findings showed that only the dual learning styles preference group was found to have a significant influence in intervention confidence skills. Further research is warranted to replicate this study using the same methodology but with several different population samples specialising in different branch of nursing. As there are limited literature on the dual learning styles preferences, this dual preference phenomenon needs further investigation to establish its acceptability in nursing education.

  1. Change in receptive vocabulary from childhood to adulthood: associated mental health, education and employment outcomes.

    Science.gov (United States)

    Armstrong, Rebecca; Arnott, Wendy; Copland, David A; McMahon, Katie; Khan, Asaduzzaman; Najman, Jake M; Scott, James G

    2017-09-01

    Population-based studies have found that early language delays are associated with poorer long-term outcomes in adolescence and adulthood. Few studies have explored the influence of change in language ability over time on adult outcomes. To examine the educational, vocational and mental health outcomes for adults accounting for different vocabulary developmental profiles over a 16-year period. A total of 1914 participants of the Mater-University of Queensland Study of Pregnancy (MUSP) were categorized into four groups based on their vocabulary skills at 5 and 21 years: (1) persistently good (n = 1679), (2) persistently poor (n = 33), (3) improved (n = 160), and (4) deteriorated (n = 42). The associations between vocabulary group and educational, vocational, and mental health outcomes at 21 years were investigated. Adults with deteriorated and persistently poor vocabulary skills were less likely to have completed secondary school; with the improved, deteriorated and persistently poor groups being less likely to be engaged in education, employment or training at the 21-year follow-up, compared with the persistently good group. Adults with deteriorated performance were at an increased risk of affective disorders, as well as substance and alcohol abuse/misuse. These findings provide evidence that impaired vocabulary skills in adulthood, regardless of whether the deficit was acquired early or later, are associated with adverse outcomes. Clinicians and educators need to be aware of these adversities and ensure they are supporting children and adolescents in whom language difficulties exist or emerge so as to prevent poor long-term outcomes from occurring. © 2016 Royal College of Speech and Language Therapists.

  2. Communitarian educative proposal with robotics: evaluation and learning process outcomes

    Directory of Open Access Journals (Sweden)

    María Dolores Castro Rojas

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 193 1102 Universidad de Salamanca 9 2 1353 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} The project seeks to expand young people´s educative horizons that live in conditions of poverty and social risk, by means of an innovative didactic proposal integrating robotics. In this way the participants design, construct and program prototypes in real situations giving them new ways to experiment and share a significant experience. Their building representations are constructed with mechanical LEGO bricks and controlled by iconographic language (Robolab 2, 9. In fact, it was developed in three communitarian centers, which are no formal centers of schooling, located in urban marginal communities. As part of the evaluative process it was observed that students might be much likely to work in groups to represent different environments or conventional events, integrating different mechanical systems to drive their robotics prototypes. Thus, students may incorporate automatic responses, as well as programming structures such as multitask, conditional loops, time control and use of sensors. For many young students of these communities there were over and over again constant social difficulties such as teamwork, lack of socialization skills and deficient formative experiences that we must pay attention to which ideas from

  3. Effective Doctoral Education: Interpreting Factors and Outcomes of Success through a New Framework, Autoethnography, and Quantitative Study of Passion

    Science.gov (United States)

    Anderson, Nathan Charles

    2013-01-01

    The purpose of this disquisition is to increase knowledge about the factors and outcomes of success in doctoral education. Enhanced understanding about the factors and outcomes of success could help optimize effectiveness of the complex systems that educate doctoral students. To achieve the purpose of this disquisition, three manuscripts were…

  4. Trends in the effects of education on occupational outcome 1972 - 2000. Differences between social class and earnings

    NARCIS (Netherlands)

    van de Werfhorst, H.G.

    2004-01-01

    This paper analyses trends in the effects of education on occupational outcome in Great Britain. I aim to show that the direction and strength of the trend in the effects of education varies between measures of occupational outcome, and between periods within the observed time span. The trend in the

  5. Outcomes Assessment and Its Role in Self-Reviews of Undergraduate Education: In the Context of Japanese Higher Education Reforms since the 1990s

    Science.gov (United States)

    Kushimoto, Takeshi

    2010-01-01

    Under the recent state of higher education, "Outcomes Assessment" has become a familiar term in Japan as in other nations all over the world. However, actual conditions of outcomes assessment and its contribution toward educational improvement are not always obvious. Thus, this article attempts to clarify: (1) Japanese higher education…

  6. Postschool Engagement of Youths with Disabilities in South Carolina: Analysis of Employment and Postsecondary Education Outcomes across Three Years

    Science.gov (United States)

    Prince, Angela M. T.

    2013-01-01

    For decades, youths with disabilities have had consistently poor postschool engagement outcomes in terms of employment and postsecondary education and training. Student-, school-, and district-level factors have impacted these outcomes in varying degrees. Using three years of postschool outcome data from the South Carolina Department of Education…

  7. Educational level and 30-day outcomes after hospitalization for acute myocardial infarction in Italy.

    Science.gov (United States)

    Cafagna, Gianluca; Seghieri, Chiara

    2017-01-09

    There is a growing interest in the factors that influence short-term mortality and readmission after hospitalization for acute myocardial infarction (AMI) since such outcomes are commonly considered as hospital performance measures. Socioeconomic status (SES) is one of the factors contributing to healthcare outcomes after hospitalization for AMI. However, no study has been published on education and 30-day readmission in Europe. The objective of this study is to examine the association between educational level and 30-day mortality and readmission among patients hospitalized for AMI in Tuscany (Italy). A retrospective cohort study using data from hospital discharge records was conducted. The analysis included all patients discharged with a principal diagnosis of AMI between January 1, 2011, and November 30, 2014, from all hospitals in Tuscany. Educational level was categorized as low (no middle school diploma), mid (middle school diploma) and high (high school diploma or more). Three multilevel models were developed, sequentially controlling for patient-level socio-demographic and clinical variables and hospital-level variables. Patients were stratified by age (≤75 and >75 years). Mortality analysis included 23,402 patients, readmission analysis included 22,181 patients. In both unadjusted and full-adjusted models, patients with a high education had lower odds of 30-day mortality compared to those patients with low education (OR age ≤ 75 years 0.67, 95% CI:0.47-0.94; OR age > 75 years 0.72, 95% CI:0.54-0.95). With regard to 30-day readmission, only patients aged over 75 years with a high education had lower odds of short-term readmission compared to those patients with low education (OR age > 75 0.73, 95% CI:0.58-0.93). Among patients hospitalized in Tuscany for AMI, low levels of education were associated with increased odds of 30-day mortality for both age groups and increased odds of 30-day readmission only for patients aged over 75

  8. Longitudinal research databases in medical education: facilitating the study of educational outcomes over time and across institutions.

    Science.gov (United States)

    Cook, David A; Andriole, Dorothy A; Durning, Steven J; Roberts, Nicole K; Triola, Marc M

    2010-08-01

    Many education research questions cannot be answered using participants from one institution or short periods of follow-up. In response to societal demands for accountability and evidence of effectiveness, new models of research must be developed to study the outcomes of educational activities. Following the 2007 Millennium Conference on Medical Education Research, organizers assigned a task force to explore the use of longitudinal databases in education research. This article summarizes the task force's findings. Similar to the Framingham studies in clinical medicine, longitudinal databases assemble prospectively collected information to retrospectively answer questions of interest. Many studies using such databases have been published. The task force identified three general approaches to database-type research. First, institutions can obtain identified information from existing sources, link it with school-specific information and other identified information, deidentify it, and merge it with similar information from other collaborating schools. Second, researchers can obtain from existing sources deidentified information on large samples and explore associations within this dataset. Third, investigators can design and implement databases to prospectively collect trainee information over time and across multiple institutions for the purpose of education research. Although costly, such comprehensive, purpose-built databases would ensure the availability of information needed to answer a variety of medical education research questions. Millennium Conference participants believed that stakeholders should explore the funding and development of such prospective databases. In the meantime, education researchers should use existing sources of individualized learner data to better understand how to develop competent, compassionate clinicians.

  9. What are the experiences and outcomes of anti-racist social work education?

    OpenAIRE

    Singh, Sukhwinder

    2014-01-01

    This thesis seeks to interrogate the experiences and outcomes of anti-racist social work education and evaluate the pedagogic relevance and practice utility of teaching social work students about ‘race’, racism and anti-racism. A mixed methods research strategy is drawn upon to explore how professional social work training prepares students to work with ‘cultural diversity’ and ‘cultural difference’ and to evaluate the outcomes of teaching and learning which focuses on anti-racism. The method...

  10. Demonstrating outcomes in a nurse-led clinic: how primary health care nurses make a difference to children and their families.

    Science.gov (United States)

    Clendon, Jill

    The provision of primary health care to children and families is complex. The study outlined here explored outcomes from the provision of primary health care to children aged 5-13 years in a nurse-led clinic based in a primary school in Auckland, New Zealand. This multi-faceted study collected both qualitative and quantitative data, however it is the results of the quantitative arm of the study that are presented here. Data were collected from a variety of sources concerning conditions seen, age and ethnicity of users, types of services provided and impact on hospital usage. Findings demonstrate that the provision of comprehensive primary health care by the nurse at the clinic impacts positively on hospital visitation by children from the area where the clinic is located.

  11. Adolescent cannabis and tobacco use and educational outcomes at age 16: birth cohort study.

    Science.gov (United States)

    Stiby, Alexander I; Hickman, Matthew; Munafò, Marcus R; Heron, Jon; Yip, Vikki L; Macleod, John

    2015-04-01

    To investigate the relationship between cannabis and tobacco use by age 15 and subsequent educational outcomes. Birth cohort study. England. The sample was drawn from the Avon Longitudinal Study of Parents and Children; a core sample of 1155 individuals had complete information on all the variables. The main exposures were cannabis and tobacco use at age 15 assessed in clinic by computer-assisted questionnaire and serum cotinine. The main outcomes were performance in standardized assessments at 16 [Key Stage 4, General Certificate of Secondary Education (GCSE)] in English and mathematics (mean scores), completion of five or more assessments at grade C level or higher and leaving school having achieved no qualifications. Analyses were sequentially adjusted for multiple covariates using a hierarchical approach. Covariates considered were: maternal substance use (ever tobacco or cannabis use, alcohol use above recommended limits); life course socio-economic position (family occupational class, maternal education, family income); child sex; month and year of birth; child educational attainment prior to age 11 (Key Stage 2); child substance use (tobacco, alcohol and cannabis) prior to age 15 and child conduct disorder. In fully adjusted models both cannabis and tobacco use at age 15 were associated with subsequent adverse educational outcomes. In general, the dose-response effect seen was consistent across all educational outcomes assessed. Weekly cannabis use was associated negatively with English GCSE results [grade point difference (GPD), -5.93, 95% confidence interval (CI) = -8.34, -3.53] and with mathematics GCSE results (GPD, -6.91, 95% CI = -9.92, -3.89). Daily tobacco smoking was associated negatively with English GCSE (GPD, -11.90, 95% CI = -13.47, -10.33) and with mathematics GCSE (GPD, -16.72, 95% CI = -18.57, -14.86). The greatest attenuation of these effects was seen on adjustment for other substance use and conduct disorder. Following

  12. Educational Transformation in Upper-Division Physics: The Science Education Initiative Model, Outcomes, and Lessons Learned

    Science.gov (United States)

    Chasteen, Stephanie V.; Wilcox, Bethany; Caballero, Marcos D.; Perkins, Katherine K.; Pollock, Steven J.; Wieman, Carl E.

    2015-01-01

    In response to the need for a scalable, institutionally supported model of educational change, the Science Education Initiative (SEI) was created as an experiment in transforming course materials and faculty practices at two institutions--University of Colorado Boulder (CU) and University of British Columbia. We find that this departmentally…

  13. The National Physical Education Standards and Grade-Level Outcomes: The Future of Elementary Physical Education

    Science.gov (United States)

    Holt/Hale, Shirley Ann; Persse, Dan

    2015-01-01

    It is during the early educational years that skills are developed, habits are formed, and values are shaped. The skills for a lifetime of physical activity are developed through quality teaching, deliberate practice, assessment and reflection. Research supports the importance of elementary physical education experiences and the importance of…

  14. It’s All Fun and Games until Someone Learns Something: Assessing the Learning Outcomes of Two Educational Games

    Directory of Open Access Journals (Sweden)

    Steven Wise

    2009-12-01

    Full Text Available Objective – To determine whether educational games can be designed that are both fun and effective in improving information seeking skills. Methods – Two skills that are known to be particularly difficult for students taking a required information literacy test were identified. These skills are the ability to identify citations and the ability to search databases with keywords. Educational games were designed to address these two skills. The first game, Citation Tic Tac Toe, placed commonly used bibliographic citations into a tick tac toe style grid. Students were required to play the Tic Tac Toe game and subsequently given citation identification exercises. The second game arranged key concepts related to search phrases in a Magnetic Keyword interface. Students were observed searching databases before and after playing the Magnetic Keyword game and their pre‐ and post‐play searches were analyzed.Results – Students who played the Tic Tac Toe game improved more from pretest to posttest than students who only took an online tutorial. In addition, students who played the Magnetic Keyword game demonstrated quicker database searching for their topics and expressed increased satisfaction with their results. Conclusions – Games can be created which have measurable educational outcomes and are fun. It is important, however, to establish the educational objective prior to beginning game design.

  15. Brain imaging and electrophysiology biomarkers: is there a role in poverty and education outcome research?

    Science.gov (United States)

    Pavlakis, Alexandra E; Noble, Kimberly; Pavlakis, Steven G; Ali, Noorjahan; Frank, Yitzchak

    2015-04-01

    Prekindergarten educational interventions represent a popular approach to improving educational outcomes, especially in children from poor households. Children from lower socioeconomic groups are at increased risk for delays in cognitive development that are important for school success. These delays, which may stem from stress associated with poverty, often develop before kindergarten. Early interventions have been proposed, but there is a need for more information on effectiveness. By assessing socioeconomic differences in brain structure and function, we may better be able to track the neurobiologic basis underlying children's cognitive improvement. We conducted a review of the neuroimaging and electrophysiology literature to evaluate what is known about differences in brain structure and function as assessed by magnetic resonance imaging and electrophysiology and evoked response potentials among children from poor and nonpoor households. Differences in lower socioeconomic groups were found in functional magnetic resonance imaging, diffusion tensor imaging, and volumetric magnetic resonance imaging as well as electroencephalography and evoked response potentials compared with higher socioeconomic groups. The findings suggest a number of neurobiologic correlates for cognitive delays in children who are poor. Given this, we speculate that magnetic resonance imaging and electrophysiology parameters might be useful as biomarkers, after more research, for establishing the effectiveness of specific prekindergarten educational interventions. At the very least, we suggest that to level the playing field in educational outcomes, it may be helpful to foster communication and collaboration among all professionals involved in the care and education of children. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. Improving Student Outcomes in Higher Education: The Science of Targeted Intervention.

    Science.gov (United States)

    Harackiewicz, Judith M; Priniski, Stacy J

    2017-09-20

    Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward. Expected final online publication date for the Annual Review of Psychology Volume 69 is January 4, 2018. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

  17. Educational Marginalization: Examining Challenges and Possibilities for Improving Educational Outcomes in Northeastern Kenya

    Directory of Open Access Journals (Sweden)

    Nathern S. A. Okilwa

    2015-11-01

    Full Text Available As a developing country in sub-Saharan Africa, Kenya has fared comparatively well in educating its young people. The new constitution of Kenya and various acts of parliament identify education as a fundamental human right and mandates the government to provide basic education for all. Consistent with the government’s Vision 2030, most political, religious, and civil society leaders recognize education as critical to individuals attaining full potential and then contributing to nation building. However, educational access and equity remain quite elusive in rural and less economically viable areas, such as northeastern. The region and its people have been marginalized for many years, dating back to the colonial era and still remain very undeveloped, under-resourced, and impoverished. Given the endemic discrimination and marginalization of the nomadic people of northeastern Kenya, harsh geographic conditions, constant migration of the people, and heightened insecurity in the region, there is limited data, information, and understanding of these people’s life experiences. The purpose of this article is to highlight these challenges that minimize educational opportunities for young people in northeastern Kenya by reviewing the historic political isolation and marginalization, sociocultural practices (e.g., nomadic lifestyle, female genital mutilation, resource deprivation and poverty, harsh geographic conditions, and poor infrastructure. Additionally, the article examines emerging efforts and opportunities (e.g., government and non-government organizations to improve educational opportunities in the region through the devolution framework in the new Constitution of Kenya, constituency development funds (CDF, mobile schools, and boarding schools.

  18. A Randomized Study of Neighborhood Effects on Low-Income Children's Educational Outcomes.

    Science.gov (United States)

    Leventhal, Tama; Brooks-Gunn, Jeanne

    2004-01-01

    Experimental data from the Moving to Opportunity for Fair Housing Demonstration were used to examine (a) if moving from high- to low-poverty neighborhoods (via randomization) was associated with low-income minority children's achievement, grade retention, and suspensions/expulsions; (b) if moving minimized gender differences in these outcomes; and…

  19. Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

    Science.gov (United States)

    Hoffmann, Mauricio Scopel; Leibenluft, Ellen; Stringaris, Argyris; Laporte, Paola Paganella; Pan, Pedro Mario; Gadelha, Ary; Manfro, Gisele Gus; Miguel, Eurípedes Constantino; Rohde, Luis Augusto; Salum, Giovanni Abrahão

    2016-01-01

    Objective This study examines the extent to which children’s positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or “buffer” the impact of low intelligence and high psychopathology on negative educational outcomes. Method In a community sample of 2,240 children (6–14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes. Results According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance. Conclusion Children’s positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems. PMID:26703909

  20. DEVELOPMENT AND IMPROVEMENT OF BUSINESS HIGHER EDUCATION THROUGH IMPLEMENTATION OF STUDENTS LEARNING OUTCOMES ASSESSMENT PLAN (SLOAP

    Directory of Open Access Journals (Sweden)

    Zoran Ivanovski

    2013-03-01

    Full Text Available This study presents new vision how to upgrade business higher education at the Faculty of Economics at University of Tourism and Management in Skopje (UTMS. This paper is result of analyses of best practices of leading higher education institutions as well authors experience in higher education and business education and practice. The UTMS is orientated to introduce best practices and objective standards in order to offer high-quality business education for its students. UTMS has mission for permanent implementation of quality improvement measures as a way to achieve high professional and academic standards and become part of prosperous and respective Universities. In order to achieve this goal, UTMS plan to use additional measures, outcomes assessment as a way to measure institutional effectiveness, as well as effective technique for identifying where changes and improvements are necessary. UTMS has developed Students Learning Outcomes Assessment Plan (SLOAP as a way to reach this goal.Based on permanent analysis of students needs as well as business sector suggestions about desirable level of knowledge, skills and competence of the students from Faculty of Economics, gained from conducted evaluations, UTMS decide to make additional improvement and development of business education. This process have 4 phases: 1 evaluation of students attitude towards curricula and the instructors efficiency, 2preparation of the SLOAP (Student Learning Outcomes Assessment Plan document, 3 implementation of two direct measures from the SLOAP through assessment analysis and action planning, and 4 monitoring changes and improvements made as a result of action planning.The first phase was completed in spring semester 2012, as well as second one with development of Comprehensive Exam and Capstone Course as direct measures. Complete SLOAP also has indirect measures like student satisfaction inventory, course evaluations, alumni, and employers’ surveys, and a

  1. Does Mother Know Best? Parental Discrepancies in Assessing Child Behavioral and Educational Outcomes

    DEFF Research Database (Denmark)

    Gupta, Nabanita Datta; Lausten, Mette; Pozzoli, Dario

    2017-01-01

    We investigate the degree of correspondence between parents’ reports on child behavioral and educational outcomes using wave four of a rich Danish longitudinal survey of children (the DALSC). All outcomes are measured at age 11 when the children are expected to be in fifth grade. Once discrepancies...... are detected, we analyze whether they are driven by noisy evaluations or by systematic bias, focusing on the role of parental characteristics and response heterogeneity. We then explicitly assess the relative importance of the mother’s versus the father’s assessments in explaining child academic performance...... and diagnosed mental health to investigate whether one parent is systematically a better informant of their child’s outcomes than the other. Our results show that parental psychopathology, measured as maternal distress, is a source of systematic misreporting of child functioning, that the parent–child...

  2. Does language and different educational background influence the learning outcome on international Bachelor educations?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Mosgaard, Mette

    2015-01-01

    deep learning of the subjects they study and also very good problem solving skills and team work competencies both highly appreciated by the Danish companies [1]. In autumn 2014 a new International Bachelor education in Robotics started. It is an interdisciplinary education involving mainly automation...... of the students had no experience with English as the primary language when studying. During the first semester, the supervisors noticed that not all students were fluent in English and 3 out of 5 groups struggled with problems concerning members of the group not participating in group meetings and supervisor...... meetings. We therefore decided to investigate the students’ performance focusing on - The influence of having English as the official language on the education - The student’s differentiated educational background - The students understanding of PBL and how they manage PBL The objective...

  3. A model for overview of student learning: a matrix of educational outcomes versus methodologies.

    Science.gov (United States)

    Johnsen, David C; Marshall, Teresa A; Finkelstein, Michael W; Cunningham-Ford, Marsha A; Straub-Morarend, Cheryl L; Holmes, David C; Armstrong, Steven R; Aquilino, Steven A; Sharp, Helen M; Solow, Catherine M; McQuistan, Michelle R

    2011-02-01

    A concise overview of an institution's aspirations for its students becomes increasingly elusive because dental education has evolving emphases on priorities like critical thinking and adapting to new technology. The purpose of this article is to offer a learner-oriented matrix that gives a focus for discussion and an overview of an institution's educational outcomes. On one axis of the matrix, common educational outcomes are listed: knowledge, technical skills, critical thinking, ethical and professional values, patient and practice management, and social responsibility awareness. On the other axis, methodologies are listed: definition, cultivation strategies, measures (summative/formative, objective/subjective), institutional coordination, and competency determination. By completing the matrix, an overview of the process by which students reach these outcomes emerges. Each institution would likely complete the matrix differently and, ideally, with active discussion. While the matrix can first be used to establish "Where are we now?" for an institution, it can also be a starting point for more extensive matrices and further discussion. Vertical and horizontal analyses of the matrix provide a unique lens for viewing the institution's learning environment.

  4. [Initial education for parents of children with diabetes: effort and outcomes in children and parents].

    Science.gov (United States)

    Lange, K; Kleine, T; Danne, T

    2011-05-01

    Parents are responsible for the therapy and prognosis of their child with diabetes. Thus a structured initial education covering medical and psychosocial aspects of diabetes for parents offered by a multidisciplinary paediatric diabetes team is essential. Quality of educational process and outcomes were assessed in 10 German paediatric diabetes units with parents of 81 children (4-14 yrs). A structured diabetes education programme for parents was used. Outcome parameters were parental satisfaction with education, diabetes knowledge (DWT: Typ1), children's quality of metabolic control and health related quality of life (QoL) (KINDL-R) and both parents' well-being (WHO-5) at onset (t0) and 6 (t1) and 12 (t2) months later. On average 30.6 ± 10.1 lessons were required. Parents were highly satisfied with the education. Their diabetes knowledge at t0 and t1 exceeded the T-norms of the best educated adult patients. Children's QoL at t1 and t2, assessed by their parents, didn't differ from representative healthy norms. Mean HbA1c at t1 was 6.8 ± 1.0% and 7.2 ± 1.2% at t2. Compared to standard values of WHO-5 mothers' psychological well-being was poor. Scores < 13 (indicating depression) were seen at 50% (t0), 41% (t1) and 29% (t2) of the mothers. The comprehensive diabetes education leads to high levels of diabetes knowledge and satisfaction with care. 12 months after diabetes onset the target of metabolic control (HbA1c < 7.5%) was met by 71% of the children, while their QoL was good. However, the great psychological burden of mothers at onset indicates their need for ongoing specialized care. © Georg Thieme Verlag KG Stuttgart · New York.

  5. Site of initial diabetes education does not affect metabolic outcomes in children with T1DM.

    Science.gov (United States)

    Tonyushkina, Ksenia N; Visintainer, Paul F; Jasinski, Christopher F; Wadzinski, Thomas L; Allen, Holley F

    2014-03-01

    To determine the difference in metabolic outcomes at 1 and 2 yr post type 1 diabetes mellitus (T1DM) diagnosis in children depending on the site of initial diabetes education: inpatient, vs. outpatient, vs. mixed locations. A retrospective chart review was performed for all patients with new onset antibody positive T1DM, aged 1-18 yr old, diagnosed in 2004-2009, and followed for at least 1 yr in a diabetes program at a tertiary academic health care center. Patients were divided into three groups based on the site of initial diabetes education: inpatient, outpatient, and mixed locations. The primary outcome was A1c at 1 and 2 yr. We enrolled 238 children (133 boys), mean (± SD) age 9.9 (± 4.1). A1c levels did not differ among inpatient, outpatient, and mixed location groups at 1 and 2 yr post diagnosis (p = 0.85 and p = 0.69, respectively) and the long-acting insulin doses were similar at 1 and 2 yr (p = 0.18 and p = 0.15, respectively). There was no difference in the number of acute diabetes complications between the groups. At 1 yr, 21.8% of outpatient-educated children were on insulin pump therapy in contrast to 14.7% of inpatient and 2.7% of mixed educated groups (p = 0.04). Families of children with new onset T1DM can be successfully and safely educated in a clinic setting. An 'education' admission for a medically stable patient is not necessary most of the time, however, clinical judgment and careful assessment of the family's coping and learning capabilities are important when determining the site of education. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. Education and severe maternal outcomes in developing countries: a multicountry cross-sectional survey.

    Science.gov (United States)

    Tunçalp, Ö; Souza, J P; Hindin, M J; Santos, C A; Oliveira, T H; Vogel, J P; Togoobaatar, G; Ha, D Q; Say, L; Gülmezoglu, A M

    2014-03-01

    To assess the relationship between education and severe maternal outcomes among women delivering in healthcare facilities. Cross-sectional study. Twenty-nine countries in Africa, Asia, Latin America, and the Middle East. Pregnant women admitted to 359 facilities during a period of 2-4 months of data collection between 2010 and 2011. Data were obtained from hospital records. Stratification was based on the Human Development Index (HDI) values of the participating countries. Multivariable logistic regression analyses were conducted to assess the association between maternal morbidity and education, categorised in quartiles based on the years of formal education by country. Coverage of key interventions was assessed. Severe maternal outcomes (near misses and death). A significant association between low education and severe maternal outcomes (adjusted odds ratio, aOR, 2.07; 95% confidence interval, 95% CI, 1.46-2.95), maternal near miss (aOR 1.80; 95% CI 1.25-2.57), and maternal death (aOR 5.62; 95% CI 3.45-9.16) was observed. This relationship persisted in countries with medium HDIs (aOR 2.36; 95% CI 1.33-4.17) and low HDIs (aOR 2.65; 95% CI 1.54-2.57). Less educated women also had increased odds of presenting to the hospital in a severe condition (i.e. with organ dysfunction on arrival or within 24 hours: aOR 2.06; 95% CI 1.36-3.10). The probability that a woman received magnesium sulphate for eclampsia or had a caesarean section significantly increased as education level increased (P education are at greater risk for severe maternal outcomes, even after adjustment for key confounding factors. This is particularly true for women in countries that have poorer markers of social and economic development. © 2014 RCOG The World Health Organization retains copyright and all other rights in the manuscript of this article as submitted for publication.

  7. Outcomes of a type 2 diabetes education program adapted to the cultural contexts of Saudi women

    Science.gov (United States)

    Al-Bannay, Hana R.; Jongbloed, Lyn E.; Jarus, Tal; Alabdulwahab, Sami S.; Khoja, Tawfik A.; Dean, Elizabeth

    2015-01-01

    Objective: To explore the outcomes of a pilot intervention of a type 2 diabetes (T2D) education program, based on international standards, and adapted to the cultural and religious contexts of Saudi women. Methods: This study is an experiment of a pilot intervention carried out between August 2011 and January 2012 at the primary health clinics in Dammam. Women at risk of or diagnosed with T2D (N=35 including dropouts) were assigned to one of 2 groups; an intervention group participated in a pilot intervention of T2D education program, based on international standards and tailored to their cultural and religious contexts; and a usual care group received the usual care for diabetes in Saudi Arabia. Outcomes included blood glucose, body composition, 6-minute walk distance, life satisfaction, quality of life, and diabetes knowledge. The intervention group participated in a focus group of their program experience. Data analysis was based on mixed methods. Results: Based on 95% confidence interval comparisons, improvements were noted in blood sugar, 6-minute walk distance, quality of life, and diabetes knowledge in participants of the intervention group. They also reported improvements in lifestyle-related health behaviors after the education program. Conclusion: Saudi women may benefit from a T2D education program based on international standards and adapted to their cultural and religious contexts. PMID:26108595

  8. Does language and different educational background influence the learning outcome on international Bachelor educations?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Mosgaard, Mette

    2015-01-01

    For more than 40 years, Aalborg University (AAU) has used Problem Based Learning as the educational model. Each semester the students work in groups using half of the study time to solve and document a real-world engineering problem. Working with problems in project groups gives the students a very...... of the students had no experience with English as the primary language when studying. During the first semester, the supervisors noticed that not all students were fluent in English and 3 out of 5 groups struggled with problems concerning members of the group not participating in group meetings and supervisor...... meetings. We therefore decided to investigate the students’ performance focusing on - The influence of having English as the official language on the education - The student’s differentiated educational background - The students understanding of PBL and how they manage PBL The objective...

  9. Seeking Learning Outcomes Appropriate for "Education for Sustainable Development" and for Higher Education

    Science.gov (United States)

    Shephard, Kerry; Harraway, John; Lovelock, Brent; Mirosa, Miranda; Skeaff, Sheila; Slooten, Liz; Strack, Mick; Furnari, Mary; Jowett, Tim; Deaker, Lynley

    2015-01-01

    This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students' worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by…

  10. Seeking Learning Outcomes Appropriate for "Education for Sustainable Development" and for Higher Education

    Science.gov (United States)

    Shephard, Kerry; Harraway, John; Lovelock, Brent; Mirosa, Miranda; Skeaff, Sheila; Slooten, Liz; Strack, Mick; Furnari, Mary; Jowett, Tim; Deaker, Lynley

    2015-01-01

    This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students' worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by…

  11. "Dedicated To The Continued Education, Training and Demonstration of PEM Fuel Cell Powered Lift Trucks In Real-World Applications."

    Energy Technology Data Exchange (ETDEWEB)

    Dever, Thomas J.

    2011-11-29

    operating large fleets. As a long-standing lift truck dealership, LiftOne was able to introduce the fuel cells to such companies in the demanding applications. Accomplishments vs Objectives: We were successful in respect to the stated objectives. The Education Segment's H2 Education Sessions were able to introduce fuel cell technology to many companies and reached the intended broad audience. Also, demos of the lift truck at the sessions as well as the conferences; expos and area events provided great additional exposure. The Deployments were successful in allowing the 6 participating companies to test the 2 fuel cell powered lift trucks in their demanding applications. One of the 6 sites (BMW) eventually adopted over 80 fuel cells from Plug Power. LiftOne was one of the 3 fuel cell demonstrators at BMW for this trial and played a major role in helping to prove the viability and efficiency of this alternative form of energy for BMW. The other 5 companies that participated in the project's deployments were encouraged by the trials and while not converting over to fuel cell power at this time, expressed the desire to revisit acquisition scenarios in the near future as the cost of fuel cells and infrastructure continue to improve. The Education sessions began in March of 2009 at the 7 LiftOne Branches and continued throughout the duration of the project. Attendees came from a large base of lift truck users in North Carolina, South Carolina and Virginia. The sessions were free and invitations were sent out to potential users and companies with intrigue. In addition to the Education content at the sessions (which was offered in a 'H2 101' format), LiftOne was able to demonstrate a working fuel cell powered lift truck, which proved to be a big draw with the 'hands on' experience. LiftOne also demo'd the fuel cell lift trucks at many conferences, expos, professional association meetings, trade shows and 'Green' events in major cities

  12. State Political Culture, Higher Education Spending Indicators, and Undergraduate Graduation Outcomes

    Science.gov (United States)

    Heck, Ronald H.; Lam, Wendy S.; Thomas, Scott L.

    2014-01-01

    Issues concerning higher education today (e.g., rising costs, declining public trust, changing state economics) have created new demands for postsecondary institutions to demonstrate their productivity. We examine whether differences in states' political cultures (i.e., underlying traditions, values, and public policy choices) are reflected…

  13. Higher order thinking skills competencies required by outcomes-based education from learners.

    Science.gov (United States)

    Chabeli, M M

    2006-08-01

    Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

  14. Direct investment by stepfathers can mitigate effects on educational outcomes but does not improve behavioural difficulties.

    Science.gov (United States)

    Emmott, Emily H; Mace, Ruth

    2014-09-01

    In contemporary developed populations, stepfather presence has been associated with detrimental effects on child development. However, the proximate mechanisms behind such effects are yet to be fully explored. From a behavioural ecological perspective, the negative effects associated with stepfathers may be due to the reduced quantity and quality of investments children receive within stepfather households. Here, we build on previous studies by investigating whether the effects of stepfather presence on child outcomes are driven by differences in maternal and partner (i.e., father or stepfather) direct investments. We use data from the Avon Longitudinal Study of Parents and Children to explore stepfather effects on children's educational achievement and behavioural difficulties at age 7. Our results indicate that, for educational achievement, stepfather effects are due to the lower levels of direct investments children receive. For behavioural difficulty, stepfather effects are due to multiple factors whereby stepfather presence is associated with greater difficulties independent of investment levels, and direct investments from stepfathers are ineffective. Our results suggest that the negative effects of stepfathers on child outcomes can be explained, in part, by the reduced quantity and the ineffectiveness of direct investments children receive from stepfathers. Furthermore, the effects of stepfather direct investments seem to vary between child outcomes.

  15. Higher order thinking skills competencies required by outcomes-based education from learners

    Directory of Open Access Journals (Sweden)

    MM Chabeli

    2006-09-01

    Full Text Available Outcomes-Based Education (OBE brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content, to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30. Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000. Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000. The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005.

  16. Does language and different educational background influence the learning outcome on international Bachelor educations?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Mosgaard, Mette

    2015-01-01

    of the students had no experience with English as the primary language when studying. During the first semester, the supervisors noticed that not all students were fluent in English and 3 out of 5 groups struggled with problems concerning members of the group not participating in group meetings and supervisor...... meetings. We therefore decided to investigate the students’ performance focusing on - The influence of having English as the official language on the education - The student’s differentiated educational background - The students understanding of PBL and how they manage PBL The objective......, production, electronics and IT. The teachers for the first-year students come from five different departments and have experiences with international students on master level but lack experience with international freshmen. The first cohort consisted of 31 students; 9 foreign and 22 Danes. Most...

  17. LANGUAGE POLICIES AND MULTILINGUAL EDUCATION IN MINORITY SCHOOLS IN OTTOMAN EMPIRE: OUTCOMES AND FUTURE INSIGHTS

    Directory of Open Access Journals (Sweden)

    Emrah DOLGUNSOZ

    2014-05-01

    Full Text Available Language is the spirit of nations; the cement of the culture mosaic. Its education has a critical role especially for multi-national societies and states. According to Human Rights, every individual has the right to develop, teach and learn his native language in any setting. But this democratic right is required to be regularized with a healthy, efficient and long term multilingual education policy. As one of the most powerful multi-ethnic empires of history, Ottoman Empire embraced numerous cultures and several unique languages. As a policy, the Empire followed a relatively flexible and irregular language policy which fostered national homogeneity and unity in time. On the other hand, the Empire always kept the gap between Anatolian Turkish language by employing Ottoman language as official language. The imbalanced policies of multilingual education and Porte’s distance to Anatolian Turkish contributed a lot to the disintegration of the Empire. This study focuses on why Ottoman language policies adversely affected the unity of the multilingual Empire, scrutinizes the insufficient multilingual education models among Muslim society with its outcomes and discusses how multilingual education in minority schools contributed the disintegration process.

  18. Students' Age at which EFL is Introduced in Schools and Educational Outcomes

    Directory of Open Access Journals (Sweden)

    Chuzaimah Dahlan Diem

    2004-01-01

    Full Text Available This study tries to see the relationship between the age at which EFL is introduced in public schools and educational processes and outcomes. A survey involving 229 students from elementary and junior high schools in Palembang is conducted. The population consists of those who have never taken extra non-formal English courses. These students are given the same English tests comprising mostly vocabulary and reading comprehension followed by a small portion of grammar. It is hypothesized that those who start learning English earlier have better achievement. Curriculum, intensity of instruction, teacher education level, years of ELT experience are considered in the analysis, in addition to class size, students' SES and gender. Stepwise regression analysis is applied to identify which variable contributes to students' outcomes. The results show there is no correlation between age alone and the students' EFL achievement. However, negative significant correlation is found between the students' achievement and teacher education level and also between the students' achievement and SES. Finally, some implications of research for theory, policy, and practice are suggested.

  19. Assessing the outcomes of the higher education mergers in South Africa: Implications for strategic management

    Directory of Open Access Journals (Sweden)

    Cecil A. Arnolds

    2013-02-01

    Full Text Available Objective of the study: The objective of this study is to investigate the relationship between perceived merger outcomes, employee organisational commitment and employee job performance in South African higher education institutions.Problem investigated: High levels of negativity towards the mergers have initially been reported. The unbundling of certain mergers has been mooted. The outcomes of these mergers must therefore be evaluated.Methodology: A total of 329 questionnaires were collected from academic and non-academic staff at three comprehensive universities. Descriptive statistics were calculated and multiple regression analysis was conducted.Findings: The empirical results show, amongst other things, that (1 perceptions about merger goal success are significantly related to the organisational commitment and job performance intentions of employees, (2 organisational commitment levels are average and should be increased, (3 perceptions about workload fairness are significantly related to the organisational commitment of employees, and (4 employees have experienced an increased workload.Value of study: The study emphasises the necessity of the continual management of merger goal successes, workload distributions, and administration processes and resources (especially an empowered staff in the pursuit of stable educational environments in these institutions.Conclusion: Managers of higher education institutions should pursue prudent strategic financial spending and continuously manage the job performance intent and organisational commitment of their staff members. If this is not done, positive perceptions of merger successes could decrease. Such a situation could perpetuate unstable conditions at already affected merged institutions and even cause stable ones to deteriorate.

  20. The Labor Market Outcomes of Two Forms of Cross-Border Higher Education Degree Programs between Malaysia and Japan

    Science.gov (United States)

    Koda, Yoshiko; Yuki, Takako

    2013-01-01

    This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant…

  1. The Missing Link to Connect Education and Employment: Recognition of Non-Formal and Informal Learning Outcomes

    Science.gov (United States)

    Werquin, Patrick

    2012-01-01

    The concept of learning outcomes is at the heart of many research programmes and policy responses. International surveys (from the International Adult Literacy Survey, back in the mid-nineties, to the forthcoming Assessment of Higher Education Learning Outcomes two OECD surveys), National Qualifications Frameworks or the European Qualifications…

  2. The Labor Market Outcomes of Two Forms of Cross-Border Higher Education Degree Programs between Malaysia and Japan

    Science.gov (United States)

    Koda, Yoshiko; Yuki, Takako

    2013-01-01

    This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant…

  3. Beyond Educational Attainment: The Importance of Skills and Lifelong Learning for Social Outcomes. Evidence for Europe from PIAAC

    Science.gov (United States)

    Vera-Toscano, Esperanza; Rodrigues, Margarida; Costa, Patricia

    2017-01-01

    Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of…

  4. A Critical Perspective on Learning Outcomes and the Effectiveness of Experiential Approaches in Entrepreneurship Education: Do we Innovate or Implement?

    Science.gov (United States)

    Scott, Jonathan M; Penaluna, Andy; Thompson, John L

    2016-01-01

    Purpose: The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student…

  5. "Dedicated To The Continued Education, Training and Demonstration of PEM Fuel Cell Powered Lift Trucks In Real-World Applications."

    Energy Technology Data Exchange (ETDEWEB)

    Dever, Thomas J.

    2011-11-29

    operating large fleets. As a long-standing lift truck dealership, LiftOne was able to introduce the fuel cells to such companies in the demanding applications. Accomplishments vs Objectives: We were successful in respect to the stated objectives. The Education Segment's H2 Education Sessions were able to introduce fuel cell technology to many companies and reached the intended broad audience. Also, demos of the lift truck at the sessions as well as the conferences; expos and area events provided great additional exposure. The Deployments were successful in allowing the 6 participating companies to test the 2 fuel cell powered lift trucks in their demanding applications. One of the 6 sites (BMW) eventually adopted over 80 fuel cells from Plug Power. LiftOne was one of the 3 fuel cell demonstrators at BMW for this trial and played a major role in helping to prove the viability and efficiency of this alternative form of energy for BMW. The other 5 companies that participated in the project's deployments were encouraged by the trials and while not converting over to fuel cell power at this time, expressed the desire to revisit acquisition scenarios in the near future as the cost of fuel cells and infrastructure continue to improve. The Education sessions began in March of 2009 at the 7 LiftOne Branches and continued throughout the duration of the project. Attendees came from a large base of lift truck users in North Carolina, South Carolina and Virginia. The sessions were free and invitations were sent out to potential users and companies with intrigue. In addition to the Education content at the sessions (which was offered in a 'H2 101' format), LiftOne was able to demonstrate a working fuel cell powered lift truck, which proved to be a big draw with the 'hands on' experience. LiftOne also demo'd the fuel cell lift trucks at many conferences, expos, professional association meetings, trade shows and 'Green' events in major cities

  6. The Labor Market Outcomes of Two Forms of Cross-Border Higher Education Degree Programs between Malaysia and Japan

    OpenAIRE

    Koda, Yoshiko; Yuki, Takako

    2012-01-01

    This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., full study abroad vs. twinning) between Malaysia and Japan. Specifically, based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. The results of regression analysis indicate that there are no significant differences betwee...

  7. Strategies for assessment and outcome measurement in physical and rehabilitation medicine: an educational review.

    Science.gov (United States)

    Küçükdeveci, Ayşe A; Tennant, Alan; Grimby, Gunnar; Franchignoni, Franco

    2011-07-01

    The aim of this educational review, which is based upon expert opinion, is to describe to clinicians training in Physical and Rehabilitation Medicine and research students training to work in the field, the appropriate attributes and standards required for assessment and outcome measurement. "What to assess" is discussed in the context of the conceptual framework provided by the International Classification of Functioning, Disability and Health, supplemented with quality of life as an additional construct. The reasons for making the assessment, and the context in which the assessment will be used, are then considered. Examples of recommendations of some international organizations regarding what and how to assess are presented. Suggestions are made about the selection of assessment tools, including examples from two diagnostic groups: stroke and rheumatoid arthritis. Finally, the basic psychometric standards required for any assessment tool, and additional requirements for outcome assessment, are explained.

  8. Evaluation of barriers contributing in the demonstration of an effective nurse-patient communication in educational hospitals of Jahrom, 2014.

    Science.gov (United States)

    Kargar Jahromi, Marzieh; Ramezanli, Somayeh

    2014-06-30

    Establishing an effective communication with patients is an essential aspect of nursing care. Nurse-patient communication has a key role in improving nursing care and increasing patient's satisfaction of health care system. The study aimed at evaluation of barriers contributing in the demonstration of an effective nurse-patient communication from their viewpoint. This was cross-sectional study, carried out in 2014, with a sample of 200 nurses and patients drawn from two educational hospitals in jahrom city. Data were collected by using two questionnaire structured by the researchers. Data were analyzed using SPSS software (version 16). The results of this study showed that the greatest barriers of nurse-patient communication were characteristics of nursing job with an average score of 71.05 ± 10.18. The most communication barriers from patients viewpoint including: heavy work load of the nurses, age , sex and language difference between patient and nurse and the spicy morality of nurses. It is concluded that overcome barriers to communication and support are needed to enable nurses to communicate therapeutically with patients in order to achieve care that is effective and responsive to their needs.

  9. Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes

    Directory of Open Access Journals (Sweden)

    Jordi Carenys

    2017-07-01

    Full Text Available The objective of this study is to assess the effectiveness of videogames in comparison to simulations in a higher education environment and with regard to their attributes, motivation, and learning outcomes, as three of the main dimensions that play a role in the effectiveness of digital game-based learning. Results demonstrate significant differences between the attributes and motivation dimensions, while no significant differences were found for the learning outcomes. This would imply that although both instructional tools lead students to the desired level of knowledge acquisition, the motivation generated, together with the set of features provided by the games complement each other, leading to a superior learning experience. These results support the inclusion of videogames as a complement to simulations in higher education accounting and business environments and allow us to propose a blended approach that provides the learner with the ‘best of both worlds’.

  10. Educating Physical Therapist Students in Tobacco Cessation Counseling: Feasibility and Preliminary Outcomes.

    Science.gov (United States)

    Pignataro, Rose M; Gurka, Matthew; Jones, Dina L; Kershner, Ruth E; Ohtake, Patricia J; Stauber, William; Swisher, Anne K

    2015-09-01

    Smoking is the leading preventable cause of chronic disease and premature morbidity. People with physical disabilities experience elevated smoking prevalence when compared with their non-disabled peers. The physical therapy profession is dedicated to meeting needs of people with physical disabilities, yet most physical therapists (PT) do not typically provide tobacco cessation interventions. Similar deficits exist among other health professions, creating a demand for improved services to address smoking-related health burdens. Within other health professions, insufficient tobacco cessation counseling (TCC) education has been linked to a lack of interventions and may account for similar deficits in physical therapy practice. Goals were to assess feasibility, implementation, and results of a tailored TCC educational program for entry-level physical therapist (PT) students. Two cohorts of entry-level physical therapist (PT) students (n = 12 and n = 17). Educational objectives were established based on prior review of the literature, a survey of national PT education programs, and clinical guidelines for TCC established by the United States Public Health Service (USPHS). Based on these objectives, the team designed a 3-hour workshop involving didactic content and problem-based skills practice. A pre- and post-test survey was used to measure 6 dimensions: knowledge, perceived barriers, perceived facilitators, self-efficacy, outcome expectations, and self-rated skill in TCC. Within each cohort, changes in score were compared using a paired t test. The ability to apply clinical guidelines for TCC was assessed using case scenarios and structured observation. These outcomes were selected based on the Theory of Reasoned Action, which states that future behavior is determined by intention to act. Intention to act is a product of knowledge, a positive balance between perceived barriers and facilitators, strong self-efficacy, favorable outcome expectations, and necessary skills

  11. The Influence of Student Teaching on Physical Education Student Teachers' Self-Efficacy and Outcome Expectancy Beliefs

    Science.gov (United States)

    Gao, Zan; Xiang, Ping; Chen, Senlin; McBride, Ron

    2014-01-01

    This study was designed to determine the impact of 12-week student teaching semesters on student teachers' self-efficacy and outcome expectancy beliefs in teaching physical education classes. A pre-post design was used to examine changes in beliefs of 107 physical education student teachers. Self-efficacy (instructional strategies, class…

  12. An Analysis of the Effects of Program Structure and Content on Outcomes of Community Leadership Education Programs

    Science.gov (United States)

    Apaliyah, Godwin Tayese

    2011-01-01

    This study examined community leadership education programs employed in rural communities and organizations of several states to empower both local leaders and residents. In particular, the study investigated the relationships between community leadership education program design and structure (contact hours and content) and six outcome indices of…

  13. Do American and Korean Education Systems Converge? Tracking School Reform Policies and Outcomes in Korea and the USA

    Science.gov (United States)

    Lee, Jaekyung; Park, Daekwon

    2014-01-01

    This study examines key school reform policies and outcomes of the USA and Korea over the past three decades from comparative perspectives. Since the two nations' unique educational problems brought divergent educational reform paths--standardization versus differentiation, high-stakes testing versus individualized assessment, and centralization…

  14. Labour Market Outcomes of Vocational Education in Europe: Evidence from the European Union Labour Force Survey. Research Paper No 32

    Science.gov (United States)

    Cedefop - European Centre for the Development of Vocational Training, 2013

    2013-01-01

    This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union. Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country…

  15. Financial Health of the Higher Education Sector: Financial Results and TRAC Outcomes 2013-14. Issues Paper 2015/07

    Science.gov (United States)

    Higher Education Funding Council for England, 2015

    2015-01-01

    This report provides an overview of the financial health of the Higher Education Funding Council for England (HEFCE)-funded higher education sector in England. The analysis covers financial results for the academic year 2013-14, as submitted to HEFCE in December 2014, as well as the outcomes from the sector's Transparent Approach to Costing (TRAC)…

  16. Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-Up

    Science.gov (United States)

    Campbell, Frances A.; Pungello, Elizabeth P.; Burchinal, Margaret; Kainz, Kirsten; Pan, Yi; Wasik, Barbara H.; Barbarin, Oscar A.; Sparling, Joseph J.; Ramey, Craig T.

    2012-01-01

    Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary…

  17. From scientific discovery to health outcomes: A synergistic model of doctoral nursing education.

    Science.gov (United States)

    Michael, Melanie J; Clochesy, John M

    2016-05-01

    Across the globe, health system leaders and stakeholder are calling for system-level reforms in education, research, and practice to accelerate the uptake and application of new knowledge in practice and to improve health care delivery and health outcomes. An evolving bi-dimensional research-practice focused model of doctoral nursing education in the U.S. is creating unprecedented opportunities for collaborative translational and investigative efforts for nurse researchers and practitioners. The nursing academy must commit to a shared goal of preparing future generations of nurse scientists and practitioners with the capacity and motivation to work together to accelerate the translation of evidence into practice in order to place nursing at the forefront of health system improvement efforts and advance the profession.

  18. Consumer empowerment and self-advocacy outcomes in a randomized study of peer-led education.

    Science.gov (United States)

    Pickett, Susan A; Diehl, Sita M; Steigman, Pamela J; Prater, Joy D; Fox, Anthony; Shipley, Patricia; Grey, Dennis D; Cook, Judith A

    2012-08-01

    This study examined the effectiveness of the Building Recovery of Individual Dreams and Goals (BRIDGES) peer-led education intervention in empowering mental health consumers to become better advocates for their own care. A total of 428 adults with mental illness were randomly assigned to BRIDGES (intervention condition) or a services as usual wait list (control condition). Interviews were conducted at enrollment, at the end of the intervention, and 6-months post-intervention. Random regression results indicate that, compared to controls, BRIDGES participants experienced significant increases in overall empowerment, empowerment-self-esteem, and self-advocacy-assertiveness, and maintained these improved outcomes over time. Peer-led education interventions may provide participants with the information, skills and support they need to become more actively involved in the treatment decision-making process.

  19. Demonstrating Innovations in Vocational Education: Initial Application Submitted to the Office of Education, Department of Health, Education and Welfare: Plan and Operation Grant.

    Science.gov (United States)

    EHOVE Board of Education, Milan, OH.

    The purpose of this proposed project is to demonstrate innovations in a joint vocational school which would serve public and non-public schools in Erie, Huron, and the eastern portion of Ottawa counties. The objectives of the proposed activities were to (1) emphasize a correlated curriculum developed around the "world of work" between…

  20. The Economic Benefits of Closing Educational Achievement Gaps: Promoting Growth and Strengthening the Nation by Improving the Educational Outcomes of Children of Color

    Science.gov (United States)

    Lynch, Robert G.; Oakford, Patrick

    2014-01-01

    Our nation is currently experiencing growing levels of income and wealth inequality, which are contributing to longstanding racial and ethnic gaps in education outcomes and other areas. This report quantifies the economic benefits of closing one of the most harmful racial and ethnic gaps: the educational achievement gap that exists between black…

  1. West African Youth Initiative: outcome of a reproductive health education program.

    Science.gov (United States)

    Brieger, W R; Delano, G E; Lane, C G; Oladepo, O; Oyediran, K A

    2001-12-01

    To describe the implementation and evaluation of an adolescent reproductive health peer education program in West Africa. The program, known as the West African Youth Initiative (WAYI), was developed to improve knowledge of sexuality and reproductive health, and promote safer sex behaviors and contraceptive use among sexually active adolescents in Nigeria and Ghana. Between November 1994 and April 1997, two organizations, the Association for Reproductive and Family Health (ARFH), based in Nigeria, and Advocates for Youth, based in Washington D.C., supported community-based youth-serving organizations in the two countries to implement peer education projects. Consultants from the African Regional Health Education Centre (ARHEC) in Nigeria provided technical assistance in designing and conducting a quasi-experimental process and outcome evaluation of the projects. There were significant differences over time and between intervention and control groups concerning reproductive health knowledge, use of contraceptives in the previous 3 months, willingness to buy contraceptives, and self-efficacy in contraceptive use. Overall, the project provides evidence that peer education is most effective at improving knowledge and promoting attitudinal and behavior change among young people in school settings.

  2. Chlamydia screening strategies and outcomes in educational settings: a systematic review.

    Science.gov (United States)

    Jamil, Muhammad Shahid; Bauer, Heidi M; Hocking, Jane S; Ali, Hammad; Wand, Handan; Walker, Jennifer; Douglas, Laura; Donovan, Basil; Kaldor, John M; Guy, Rebecca J

    2014-03-01

    Chlamydia trachomatis (CT) screening programs have been established in educational settings in many countries during the past 2 decades. However, recent evidence suggests that high uptake of screening and management (treatment, partner notification, and retesting for reinfection) improves program effectiveness. We conducted a systematic review to understand the screening strategies, the extent of screening conducted, and uptake of management strategies in educational settings. Screening studies in educational settings were identified through a systematic search of published literature from 2005 to 2011. We identified 27 studies describing 30 screening programs in the United States/Canada (n = 10), Europe (n = 8), Australia/New Zealand (n = 5), and Asia (n = 4). Most studies targeted both male and female students (74%). Classroom-based strategies resulted in 21,117 testes overall (4 programs), followed by opportunistic screening during routine health examination (n = 13,470; 5 programs) and opportunistic screening at school-based health centers (n = 13,006; 5 programs). The overall median CT positivity was 4.7% (range, 1.3%-18.1%). Only 5 programs reported treatment rates (median, 100%; range, 86%-100%), 1 partner notification rate (71%), 1 retesting rate within a year of an initial CT diagnosis (47%), and 2 reported repeat positivity rates (21.1% and 26.3%). In conclusion, this systematic review shows that a variety of strategies have been used to screen large numbers of students in educational settings; however, only a few studies have reported CT management outcomes.

  3. A tangled weave: Tracing outcomes of education in rural women's lives in North India

    Science.gov (United States)

    Ghose, Malini; Mullick, Disha

    2015-06-01

    This paper is based on the findings of a research study which traced 56 rural women learners 15 years after they had participated in an empowerment and education programme in North India. It attempts to understand, from the perspectives of women from marginalised communities, the ways in which participating in the programme had been empowering for them, or not. While most of the women were indeed able to transform several areas in their lives, this study illustrates that empowering outcomes cannot be assumed or articulated in categorical terms and that bringing about change requires the negotiation of power at various levels. The women's narratives stand in contrast to the prevalent discourses around women's literacy and empowerment, which highlight the importance of literacy only in terms of its positive impact on attaining development goals. Despite the vigorously discussed de-politicisation of the concept of empowerment, the authors show in this paper that empowerment, when informed by a critical feminist understanding, continues to provide a useful framework to analyse women's experiences related to education, as a process enabling women to understand and negotiate structures of power - which are neither static nor wholly dominating - and to find spaces to exercise agency. There are few longitudinal studies which trace the long-term impact of educational programmes on adult women, and most studies are in the nature of impact assessments of programmes. Through this paper the authors argue for the need to analyse the complexities around the relationship between women's education and empowerment.

  4. Achieving graduate outcomes in undergraduate nursing education: following the Yellow Brick Road.

    Science.gov (United States)

    Baldwin, Adele; Bentley, Karyn; Langtree, Tanya; Mills, Jane

    2014-01-01

    Nursing practice is a dynamic and constantly changing field within healthcare, with well-documented challenges to maintaining a suitably skilled workforce to meet the needs of the community it serves. Undergraduate nursing education provides the mandatory minimum requirements for professional registration. Each nursing program has clearly stated graduate attributes, qualities that their graduates will possess on graduation. The aim of this paper is to stimulate discussion about graduate attributes for nurses, a transferrable set of specific attributes that make nursing graduates work ready. This paper focuses on identifying specific attributes, the embedding of those attributes in nursing education, particularly through role modelling, with the aim of producing a future workforce that is knowledgeable, compassionate and confident. The graduate attributes are likened to the qualities sought by the characters in 'The Wizard of Oz'; brains, heart and courage and the learning process as the 'Yellow Brick Road'. There is a relative lack of discussion about role modelling by nurse educators for nursing students, a potentially undervalued learning experience that we believe must be brought to the forefront of discussions pertaining to undergraduate nursing education and achieving graduate outcomes.

  5. Higher education attainment does not improve the adult employment outcomes of adolescents with ill health

    Directory of Open Access Journals (Sweden)

    Emily Joy Callander

    2016-07-01

    Full Text Available This paper assesses whether attaining a higher education improves the chances of employment in adulthood amongst those who had a chronic health condition in adolescence. Using longitudinal analysis of twelve waves of the nationally representative Household Income and Labour Dynamics in Australia Survey, conducted between 2001 and 2012, a cohort of adolescents aged 15 to 21 in Wave 1 were followed through to age 24 (n=624. The results show that those who did have a chronic health condition during adolescence were2.4 times more likely to  not be employed at age 24 compared to those who did not have a chronic health condition (95% CI: 1.4 – 4.4, p=0.0024.  The results were adjusted for age, sex, education attainment at age 24, health status at age 24 and household income poverty status at age 24. Amongst those who did have a chronic health condition during adolescence there was no significant difference in the likelihood of being employed for those with a Year 12 and below (p=0.1087 level of education attainment or those with a Diploma, Certificate III or IV (p=0.6366 compared to those with a university degree. Education attainment was not shown to mitigate the impact of having a chronic health condition during adolescence on adult employment outcomes. Keywords: employment; chronic health conditions; poverty; living standards; longitudinal.

  6. Improving Community Health Using an Outcome-Oriented CQI Approach to Community-Engaged Health Professions Education

    Science.gov (United States)

    Clithero, Amy; Ross, Simone Jacquelyn; Middleton, Lyn; Reeve, Carole; Neusy, Andre-Jacques

    2017-01-01

    Health professionals providing health-care services must have the relevant competencies and clinical experiences needed to improve population health outcomes in different contexts. Current models of health profession education often fail to produce a fit-for-purpose workforce ready and willing to provide relevant, quality care to underserved communities. Evidence is emerging that community-engaged and socially accountable health workforce education, i.e., aligned with priority health needs, produces a workforce ready and willing to work in partnership with underserved regions. This model of education fosters greater affiliation between education and service delivery systems and requires institutions to measure graduate outcomes and institutional impact. The Training for Health Equity Network (THEnet), a partnership of socially accountable health workforce education institutions, has developed and tested a Social Accountability Framework for Health Workforce Education (the Framework) and toolkit to improve alignment of health workforce education with outcomes to assess how well education institutions meet the needs of the communities they serve. The Framework links education and service delivery creating a continuous quality improvement feedback loop to ensure that education addresses needs and maximizes impact on the quality of service delivery. The Framework also provides a unifying set of guidelines for health workforce policy and planning, accreditation, education, research, and service delivery. A key element to ensuring consistent high quality service delivery is an appropriately trained and equitably distributed workforce. An effective and comprehensive mechanism for evaluation is the method of CQI which links the design, implementation, accreditation, and evaluation of health workforce education with health service delivery and health outcomes measurement. PMID:28289678

  7. Neoliberalism, the Knowledge Economy, and the Learner: Challenging the Inevitability of the Commodified Self as an Outcome of Education

    OpenAIRE

    Patrick, F

    2013-01-01

    Neoliberalism is now a globalised agenda that underpins educational strategy and policy in many nations. The evolution of the concept of the knowledge economy and of the knowledge worker has been allied to the rise of neoliberalism as an end with respect to educational processes. This review article considers the ways in which constructs of the knowledge economy within a neoliberal agenda have given rise to specific discourses and conceptualisations of educational outcomes and aims. In partic...

  8. Substance use, education, employment, and criminal activity outcomes of adolescents in outpatient chemical dependency programs.

    Science.gov (United States)

    Balsa, Ana I; Homer, Jenny F; French, Michael T; Weisner, Constance M

    2009-01-01

    Although the primary outcome of interest in clinical evaluations of addiction treatment programs is usually abstinence, participation in these programs can have a wide range of consequences. This study evaluated the effects of treatment initiation on substance use, school attendance, employment, and involvement in criminal activity at 12 months post-admission for 419 adolescents (aged 12 to 18) enrolled in chemical dependency recovery programs in a large managed care health plan. Instrumental variables estimation methods were used to account for unobserved selection into treatment by jointly modeling the likelihood of participation in treatment and the odds of attaining a certain outcome or level of an outcome. Treatment initiation significantly increased the likelihood of attending school, promoted abstinence, and decreased the probability of adolescent employment, but it did not significantly affect participation in criminal activity at the 12-month follow-up. These findings highlight the need to address selection in a non-experimental study and demonstrate the importance of considering multiple outcomes when assessing the effectiveness of adolescent treatment.

  9. Outcomes of the Learn, Share & Live breast cancer education program for older urban women.

    Science.gov (United States)

    Skinner, C S; Arfken, C L; Waterman, B

    2000-01-01

    OBJECTIVES: This study assessed whether the Learn, Share & Live breast cancer education program resulted in favorable, replicable, and sustainable outcomes. METHODS: The program was implemented at index (year 1) and replication (year 2) sites. Baseline interviews (year 1; n = 240) and 2 follow-up telephone interviews (years 2 and 3; n = 337 and 323) were used to assess postintervention changes. RESULTS: From baseline to year 2, mammography adherence and stage of adoption improved at the index site relative to the replication site. Knowledge scores and percentages of respondents reporting that a friend had spoken with them about mammography improved significantly. Improvements were sustained through year 3 (2 years postintervention). In year 3, replication participants showed improvements in regard to knowledge and perceived mammography benefits, and there was a trend toward increased adherence. Site differences in postintervention adherence may have stemmed from respective choices of follow-up activities. CONCLUSIONS: The study outcomes affirm the impact of Learn, Share & Live, indicating a replicated and sustained program effect. Future studies should continue longer follow-up and explore the importance of providing mammography opportunities along with education. PMID:10937002

  10. Education

    NARCIS (Netherlands)

    de Valk, H.; Crul, M.; Crul, M.; Heering, L.

    2008-01-01

    Education is of crucial importance in the lives of young adults. Attending school is not only a major part of everyday life, but education is a decisive factor for the future. In literature, educational attainment has been tied to a host of outcomes in adult life. Education is perceived as the key f

  11. The impact of a novel educational curriculum for first-time DUI offenders on intermediate outcomes relevant to DUI recidivism.

    Science.gov (United States)

    Rider, Raamses; Kelley-Baker, Tara; Voas, Robert B; Murphy, Bernard; McKnight, A James; Levings, Charles

    2006-05-01

    The Preventing Alcohol-Related Convictions (PARC) program is a novel educational curriculum for first-time DUI offenders, with the ultimate goal of reducing DUI recidivism. It differs from traditional DUI education and prevention programs in that it does not suggest to DUI offenders that they must abstain from alcohol entirely or control their drinking to prevent a future DUI; rather, it teaches students to prevent a future DUI by not driving their cars to drinking events. Thus, the emphasis of the curriculum is on controlling driving rather than controlling drinking to avoid future DUI convictions. The implementation of the program is ongoing throughout the state of Florida. The current randomized study focused on intermediate outcomes relevant for DUI recidivism; specifically, individuals' readiness for change regarding drinking and driving, and their endorsement of a PARC planning and action approach (controlling driving) versus a traditional approach (controlling drinking). The current research demonstrated that the PARC program is effective in moving participants toward more readiness for change and toward a strategy of planning ahead to avoid driving to any venue in which drinking may occur. Future research will assess the ultimate effect on DUI recidivism.

  12. Aspects of birth history and outcome in diplegics attending specialised educational facilities.

    Science.gov (United States)

    Bischof, Faith; Rothberg, Alan; Ratcliffe, Ingrid

    2012-03-21

    We aimed to study functional mobility and visual performance in spastic diplegic children and adolescents attending specialised schools. Spastic diplegia (SD) was confirmed by clinical examination. Birth and related history were added to explore relationships between SD, birth weight (BW) and duration of pregnancy. Place of birth, BW, gestational age (GA) and length of hospital stay were obtained by means of parental recall. Outcome measures included the functional mobility scale (FMS) and Beery tests of visuomotor integration (VMI) and visual perception (VIS). Forty participants were included (age 7 years 5 months - 19 years 6 months). Term and preterm births were almost equally represented. Functional mobility assessments showed that 20 were walking independently in school and community settings and the remainder used walking aids or wheelchairs. There were no significant correlations between BW or GA and outcomes (FMS, VIS-Z scores or VMI-Z scores) and Z scores were low. VIS scores correlated significantly with chronological age (p=0.024). There were also significant correlations between VIS and VMI scores and school grade appropriateness (p=0.004;p=0.027 respectively). Both term and preterm births were represented, and outcomes were similar regardless of GA. VIS and VMI were affected in both groups. Half of the group used assistive mobility devices and three-fifths were delayed in terms of their educational level. These problems require specialised teaching strategies, appropriate resources and a school environment that caters for mobility limitations.

  13. An innovative outcomes-based medical education program built on adult learning principles.

    Science.gov (United States)

    McNeil, H Patrick; Hughes, Chris S; Toohey, Susan M; Dowton, S Bruce

    2006-09-01

    An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which offers students considerable flexibility and achieves a high degree of alignment between graduate outcomes, learning activities and assessments. Graduate capabilities that focus student learning on generic outcomes are described (critical evaluation, reflection, communication and teamwork) along with traditional outcomes in biomedical science, social aspects, clinical performance and ethics. Each two-year phase promotes a distinctive learning process to support and develop autonomous learning across six years. The approaches emphasize important adult education themes: student autonomy; learning from experience; collaborative learning; and adult teacher-learner relationships. Teaching in each phase draws on stages of the human life cycle to provide an explicit organization for the vertical integration of knowledge and skills. A learning environment that values the social nature of learning is fostered through the program's design and assessment system, which supports interdisciplinary integration and rewards students who exhibit self-direction. Assessment incorporates criterion referencing, interdisciplinary examinations, a balance between continuous and barrier assessments, peer feedback and performance assessments of clinical competence. A portfolio examination in each phase, in which students submit evidence of reflection and achievement for each capability, ensures overall alignment.

  14. Educational and Health Outcomes of Children Treated for Attention-Deficit/Hyperactivity Disorder.

    Science.gov (United States)

    Fleming, Michael; Fitton, Catherine A; Steiner, Markus F C; McLay, James S; Clark, David; King, Albert; Mackay, Daniel F; Pell, Jill P

    2017-07-03

    Attention-deficit/hyperactivity disorder (ADHD) affects 39 million people worldwide; in isolation, it doubles annual health care costs and, when associated with comorbid mental health problems, it quadruples the costs. To compare the education and health outcomes of schoolchildren treated for ADHD with their peers. In this population-based cohort study, individual-level record linkage was performed of 8 Scotland-wide administrative databases covering dispensed prescriptions, admissions to acute and psychiatric hospitals, maternity records, annual pupil census, examinations, school absences and exclusions, and unemployment. The study cohort comprised 766 244 children attending Scottish primary, secondary, and special schools at any point between September 21, 2009, and September 18, 2013. Data analysis was performed from June 1, 2015, to December 6, 2016. Medication approved solely for ADHD treatment. Special educational needs, academic attainment, unauthorized absence, exclusion, age at leaving school, unemployment after leaving, and hospitalization. Outcomes were adjusted for potential sociodemographic, maternity, and comorbidity confounders. Of the 766 244 schoolchildren, 7413 (1.0%) were treated for ADHD; 6287 (84.8%) were male. These children had higher rates of unauthorized absence (adjusted incidence rate ratio [IRR], 1.16; 95% CI, 1.14-1.19) and exclusion (adjusted IRR, 5.79; 95% CI, 5.45-6.16), more commonly had a record of special educational need (adjusted odds ratio [OR], 8.62; 95% CI, 8.26-9.00), achieved lower academic attainment (adjusted OR, 3.35; 95% CI, 3.00-3.75), were more likely to leave school before age 16 years (1546 [64.3%] vs 61 235 [28.4%]), and were more likely to be unemployed (adjusted OR, 1.39; 95% CI, 1.25-1.53). Children with ADHD were more likely to require hospitalization overall (adjusted hazard ratio [HR], 1.25; 95% CI, 1.19-1.31) and for injury (adjusted HR, 1.52; 95% CI, 1.40-1.65). Even while receiving medication

  15. Business Professional Doctoral Programs: Student Motivations, Educational Process, and Graduate Career Outcomes

    Directory of Open Access Journals (Sweden)

    Louis J. Grabowski

    2015-08-01

    Full Text Available The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.

  16. Formal public health education and career outcomes of medical school graduates.

    Directory of Open Access Journals (Sweden)

    Marie Krousel-Wood

    Full Text Available BACKGROUND: Few data are available evaluating the associations of formal public health education with long-term career choice and professional outcomes among medical school graduates. The objective of this study was to determine if formal public health education via completion of a masters of public health (MPH degree among US medical school graduates was associated with early and long-term career choice, professional satisfaction, or research productivity. METHODS: We conducted a retrospective cohort study in 1108 physicians (17.1% completed a MPH degree who had 10-20 years of follow-up post medical school graduation. Multivariable logistic regression analyses were conducted. RESULTS: Compared to their counterparts with no MPH, medical school graduates with a MPH were more likely to have completed a generalist primary care residency only [relative risk (RR 1.79, 95% confidence interval (CI 1.35-2.29], obtain employment in an academic institution (RR 1.81; 95% CI 1.33-2.37 or government agency (RR 3.26; 95% CI 1.89-5.38, and practice public health (RR 39.84; 95% CI 12.13-107.38 or primary care (RR 1.59; 95% CI 1.18-2.05. Furthermore, medical school graduates with a MPH were more likely to conduct public health research (RR 8.79; 95% CI: 5.20-13.82, receive NIH or other federal funding (RR 3.11, 95% CI 1.74-5.33, have four or more peer-reviewed publications (RR 2.07; 95% CI 1.56-2.60, and have five or more scientific presentations (RR 2.31, 95% CI 1.70-2.98. CONCLUSION: Formal public health education via a MPH was associated with career choice and professional outcomes among physicians.

  17. Educational outreach visits: effects on professional practice and health care outcomes.

    Science.gov (United States)

    Thomson O'Brien, M A; Oxman, A D; Davis, D A; Haynes, R B; Freemantle, N; Harvey, E L

    2000-01-01

    Outreach visits have been identified as an intervention that may improve the practice of health care professionals, in particular prescribing. This type of 'face to face' visit has been referred to as university-based educational detailing, public interest detailing, and academic detailing. To assess the effects of outreach visits on improving health professional practice or patient outcomes. We searched MEDLINE up to March 1997, the Research and Development Resource Base in Continuing Medical Education, and reference lists of related systematic reviews and articles. Randomised trials of outreach visits (defined as a personal visit by a trained person to a health care provider in his or her own setting). The participants were health care professionals. Two reviewers independently extracted data and assessed study quality. Eighteen studies were included involving more than 1896 physicians. All of the outreach visit interventions consisted of several components, including written materials and conferences. Reminders or audit and feedback complemented some visits. In 13 studies, the targeted behaviours were prescribing practices. In three studies, the behaviours were preventive services, including counselling for smoking cessation. In two studies, the outreach visits were directed toward improving the general management of common problems encountered in general practice, including asthma, diabetes, otitis media, hypertension, anxiety, and acute bronchitis. All studies examined physician behaviour and in three studies other health professionals such as nurses, nursing home attendants or health care workers were targeted. Positive effects on practice were observed in all studies. Only one study measured a patient outcome. Few studies examined the cost effectiveness of outreach. Educational outreach visits, particularly when combined with social marketing, appear to be a promising approach to modifying health professional behaviour, especially prescribing. Further

  18. Demonstration project on epilepsy in Brazil: outcome assessment Projeto demonstrativo em epilepsia no Brasil: avaliação do desfecho

    Directory of Open Access Journals (Sweden)

    Li M. Li

    2007-06-01

    Full Text Available PURPOSE: To assess the outcome of patients with epilepsy treated at primary care health units under the framework of the demonstration project on epilepsy in Brazil, part of the WHO/ILAE/IBE Global Campaign Against Epilepsy. METHOD: We assessed the outcome of patients treated at four primary health units. The staff of the health units underwent information training in epilepsy. The outcome assessment was based on: 1 reduction of seizure frequency, 2 subjective perception from the patient’s and the physician’s point of view, 3 reduction of absenteeism, 4 social integration (school and work, and 5 sense of independence. RESULTS: A total of 181 patients (93 women - 51% with a mean age of 38 (range from 2 to 86 years were studied. The mean follow-up was 26 months (range from 1 to 38 months, 11 patients had follow-up of less than 12 months. Seizure frequency was assessed based on a score system, ranging from 0 (no seizure in the previous 24 months to 7 (>10 seizure/day. The baseline median seizure-frequency score was 3 (one to three seizures per month. At the end of the study the median seizure-frequency score was 1 (one to three seizures per year. The patients’ and relatives’ opinions were that in the majority (59% the health status had improved a lot, some (19% had improved a little, 20% experienced no change and in 2% the health status was worse. With regard to absenteeism, social integration and sense of independence, there were some modest improvements only. DISCUSSION: The development of a model of epilepsy treatment at primary health level based on the existing health system, with strategic measures centred on the health care providers and the community, has proved to be effective providing important reductions in seizure frequency, as well as in general well being. This model can be applied nationwide, as the key elements already exist provided that strategic measures are put forward in accordance with local health providers and

  19. School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

    Science.gov (United States)

    Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

    2015-01-01

    Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.

  20. Assessment of educational games for health professions: a systematic review of trends and outcomes.

    Science.gov (United States)

    Abdulmajed, Hind; Park, Yoon Soo; Tekian, Ara

    2015-04-01

    Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. This study aims to systematically review the literature on educational games for the health professions to identify trends and investigate assessment tools used to measure its learning outcomes. Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed. The search identified 2865 papers; among them, 1259 were excluded and 22 were evaluated. The selection incorporated five full papers which focused directly on the health professionals. Two studies involved the use of board games and two studies involved card games, crossword puzzles and one study involved a team quiz competition. Overall, studies lacked a strong link between the use of games for both instructional and assessment purposes. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively.

  1. Using a "small wind" demonstration project to support public extension and education in renewable energy and STEM disciplines

    Science.gov (United States)

    O'brien-gayes, P. T.

    2012-12-01

    The City of North Myrtle Beach SC has erected three small-scale wind turbines for educational purposes. These turbines are tied directly into the local power grid. This allows for a unique study opportunity through which to teach renewable energy strategies. The study focuses on inter-site variability spread out over four miles of beach. Each location is subject to different wind fields responding to local structures. The study focuses on inter-site variability to cross reference energy production with the wind and weather conditions. Public and K-12 outreach is a primary objective of the program. Using demonstration turbines and by analyzing the wind, weather and site conditions outreach efforts are focused on highlighting renewable energy concepts. This also allows focus on STEM disciplines and critical thinking in analyzing data to compare the sites and different turbine production. Engaging in the STEM disciplines the projects crosses over science, technology, engineering, and mathematical boundaries creating an interdisciplinary scientific experience for students. In addition, this allows for introduction of techniques and developing technologies. It also allows students to consider challenges and possible solutions to issues of increased power production and cost efficiency. Through connecting the touchstone of experiential learning; a hands-on experience actively engages students in experimental application and problem solving. By looking locally at renewable energy in Horry County South Carolina students are engaged in seeing how projects impact science and economic development in the region. The Congressional Research Service (CRS) Report for Congress reports a considerable need expand and enhance the o preparation of students, teachers and practitioners in the areas of science, technology, engineering and mathematics. "When compared to other nations, the math and science achievement of U.S. pupils and the rates of STEM degree attainment appear

  2. New media simulation stories in nursing education: a quasi-experimental study exploring learning outcomes.

    Science.gov (United States)

    Webb-Corbett, Robin; Schwartz, Melissa Renee; Green, Bob; Sessoms, Andrea; Swanson, Melvin

    2013-04-01

    New media simulation stories are short multimedia presentations that combine simulation, digital technology, and story branching to depict a variety of healthcare-related scenarios. The purpose of this study was to explore whether learning outcomes were enhanced if students viewed the results of both correct and incorrect nursing actions demonstrated through new media simulation stories. A convenience sample of 109 undergraduate nursing students in a family-centered maternity course participated in the study. Study findings suggests that students who viewed both correct and incorrect depictions of maternity nursing actions scored better on tests than did those students who viewed only correct nursing actions.

  3. Fewer study participants needed to demonstrate superior antidepressant efficacy when using the Hamilton melancholia subscale (HAM-D6) as outcome measure

    DEFF Research Database (Denmark)

    Østergaard, Søren Dinesen; Bech, Per; Miskowiak, Kamilla Woznica

    2014-01-01

    Background In the development of new antidepressant treatments, the failed study has unfortunately become a prevalent problem. The number of failed studies could probably be reduced significantly by applying more informative outcome measures. Previous studies have indicated that the 6-item...... participants per group would be required to detect a statistically significant difference between EPO and placebo when using the HAM-D6 as outcome measure, whereas the required group size for HAM-D17 would be 146 participants. Limitations The EPO RCT was not originally designed to investigate the research...... questions addressed in this study.  Conclusions Both for ethical and financial reasons it is of interest to minimize the number of participants in clinical trials. Therefore, we suggest employing the HAM-D6 as outcome measure in clinical trials of depression....

  4. An exploration of the relationship between coronary artery bypass graft patients' self-sought educational resources and outcomes.

    Science.gov (United States)

    Fredericks, Suzanne; Sidani, Souraya

    2008-01-01

    Postoperative coronary artery bypass graft (CABG) patients seek educational resources around discharge. There is limited research on the type and perceived effectiveness of self-sought educational resources. The purpose of this study was to describe the use of self-sought educational resources by patients around time of discharge and to explore relationships between use of self-sought educational resources and self-care knowledge, performance of self-care behavior, and symptom frequency. This study is a substudy of a randomized clinical trial that included a convenience sample of first-time CABG patients. Significant correlations were found between use of self-sought educational resources and greater frequency of patient's behavior (P educational resources after CABG and outcomes expected of education.

  5. Effect of Retention in First Grade on Parents' Educational Expectations and Children's Academic Outcomes.

    Science.gov (United States)

    Hughes, Jan N; Kowk, Oi-Man; Im, Myunghee

    2013-12-01

    The effect of retention in first grade (Year 1) on parents' educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents' expectations are suggested.

  6. Effect of Retention in First Grade on Parents’ Educational Expectations and Children’s Academic Outcomes

    Science.gov (United States)

    Hughes, Jan N.; Kowk, Oi-man; Im, MyungHee

    2013-01-01

    The effect of retention in first grade (Year 1) on parents’ educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents’ expectations are suggested. PMID:24357865

  7. Ups and downs in mood and energy: Associations with academic outcomes in higher education

    Directory of Open Access Journals (Sweden)

    Ben Bullock

    2015-08-01

    Full Text Available Individual differences in mood and energy may affect academic outcomes in higher education. With little previous research investigating this relationship it is not known whether mood and energy traits help or hinder academic performance. The current study addresses this gap in the literature by investigating ups (high mood and energy and downs (low mood and energy in a small sample of University students in their first year of a psychology degree. The results suggest that low mood and energy traits may be detrimental to academic performance. High mood and energy traits however, were not associated with academic performance. Implications of the findings, in particular those regarding low mood and energy, are that, unlike the trait itself, the behaviours associated with the trait (e.g., procrastination, distraction, low motivation are amenable to change through psychological interventions. Several of these interventions are discussed. 

  8. Effect of multimedia information sequencing on educational outcome in orthodontic training.

    Science.gov (United States)

    Aly, Medhat; Willems, Guy; Van Den Noortgate, Wim; Elen, Jan

    2012-08-01

    The aim of this research was to compare the effectiveness of hierarchical sequencing (HS) versus elaboration sequencing (ES) models in improving educational outcome of clinical knowledge when using instructional multimedia programs in postgraduate orthodontic training. Twenty-four postgraduate and 24 undergraduate dental students participated in this study. The postgraduates were following an orthodontic speciality training programme. The undergraduates were fourth- and fifth-year dental students. Twelve instructional multimedia modules were developed, six logically sequenced (LS) discussing six different orthodontic topics. Another six modules on identical topics were sequenced according to one macro-sequencing (MS) model. The implemented MS model was either HS or ES. The only difference between LS and MS modules was the adopted sequencing model. All participants were assigned into consistent pairs of students and were randomly divided into a test and a control group. In each pair, one student studied the LS module (control group) while the other studied the MS version (test group). Pre- and post-evaluation tests of each pair of participants were performed to measure knowledge, understanding and application of each participant with regard to the discussed topic. A multilevel analysis was conducted to assess the estimated effect of the different sequencing models. The level of significance was set at 0.05. At baseline, no significant differences (P > 0.05) were found in pre-test scores between groups. The HS model showed a significant effect on the scores achieved (P = 0.05). The test group showed a significantly higher estimated probability of correct answers to the questions (P = 0.003) when applying the HS model. The HS model may improve educational outcome when using instructional multimedia programs in postgraduate orthodontic training.

  9. The Importance of the Distance to a Non-Residential Parent - An analysis of Children's Health, Behavior, and Educational Outcomes

    DEFF Research Database (Denmark)

    Rasmussen, Astrid Würtz; Stratton, Leslie S.

    who have experienced at least one parental separation or divorce. In order to track family structure over time we use a population sample of Danes and explore children‟s educational achievement, health outcomes, and criminal activity using detailed register data. Information on the travel distance...... between the household where the child resides and the child‟s other parent‟s household is employed to proxy for contact and instrumental variables techniques are employed to control for endogeneity. The preliminary results suggest that educational and behavioral outcomes are better for children who live...

  10. Educational and occupational outcomes of childhood cancer survivors 30 years after diagnosis: a French cohort study.

    Science.gov (United States)

    Dumas, Agnes; Berger, Claire; Auquier, Pascal; Michel, Gérard; Fresneau, Brice; Sètchéou Allodji, Rodrigue; Haddy, Nadia; Rubino, Carole; Vassal, Gilles; Valteau-Couanet, Dominique; Thouvenin-Doulet, Sandrine; Casagranda, Léonie; Pacquement, Hélène; El-Fayech, Chiraz; Oberlin, Odile; Guibout, Catherine; de Vathaire, Florent

    2016-04-26

    Although survival from childhood cancer has increased, little is known on the long-term impact of treatment late effects on occupational attainment or work ability. A total of 3512 five-year survivors treated before the age of 19 years in 10 French cancer centres between 1948 and 2000 were identified. Educational level, employment status and occupational class of survivors were assessed by a self-reported questionnaire. These outcome measures were compared with sex-age rates recorded in the French population, using indirect standardisation. Paternal occupational class was also considered to control for the role of survivors' socioeconomic background on their achievement. Multivariable analyses were conducted to explore clinical characteristics associated with the outcomes. A total of 2406 survivors responded to the questionnaire and survivors aged below 25 years were included in the current analysis. Compared with national statistics adjusted on age and sex, male survivors were more likely to be college graduates (39.2% vs 30.9% expected; Punemployment was higher for survivors of CNS tumour (28.1% vs 4.3%; P<0.001) but not for survivors of other diagnoses. Survivors of non-CNS childhood cancer had a similar or a higher occupational class than expected. Survivors treated for CNS tumour or leukaemia, especially when treatment included cranial irradiation, might need support throughout their lifespan.

  11. Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents

    Directory of Open Access Journals (Sweden)

    Renée Punch

    2011-01-01

    Full Text Available This paper provides an overview and a synthesis of the findings of a large, multifaceted study investigating outcomes from paediatric cochlear implantation. The study included children implanted at several Australian implant clinics and attending a variety of early intervention and educational settings across a range of locations in eastern Australia. It investigated three major aspects of childhood cochlear implantation: (1 parental expectations of their children's implantation, (2 families' decision-making processes, and (3 the communication, social, and educational outcomes of cochlear implantation for deaf children. It employed a mixed-methods approach in which quantitative survey data were gathered from 247 parents and 151 teachers, and qualitative data from semistructured interviews with 27 parents, 15 teachers, and 11 children and adolescents with cochlear implants. The summarised findings highlight several areas where challenges remain for implant clinics, parents, and educators if children with cochlear implants are to reach their full potential personally, educationally, and socially.

  12. Educational, developmental and psychological outcomes of resettled refugee children in Western Australia: a review of School of Special Educational Needs: Medical and Mental Health input.

    Science.gov (United States)

    Mace, Ariel Olivia; Mulheron, Shani; Jones, Caleb; Cherian, Sarah

    2014-12-01

    There are limited data regarding the educational backgrounds and associated psychological and developmental outcomes of refugee children resettling in Western Australia (WA). The WA paediatric Refugee Health Service (RHS) revised its first consult questionnaire (August 2011) to increase educational and psychosocial documentation, concurrent with engagement of a School of Special Educational Needs: Medical and Mental Health (SSEN: MMH) liaison teacher. This study aims to utilise these data to increase understanding of this cohort's educational, developmental and psychological needs and to describe SSEN: MMH's role within the RHS. Retrospective audit and analyses were performed on all initial standardised questionnaires for school-aged refugee children (4-18 years) and SSEN: MMH referrals between August 2011 and December 2012. Demographic data from 332 refugees are described (mean age 9.58 ± standard deviation 3.43 years). Detailed educational information was available for 205 children. Prior education was limited (median 2 years), 64.9% experienced likely schooling interruption and 55.8% received education in their primary language. Language development concerns were significantly associated with previous education in a second language (odds ratio (OR) 4.55, P education. In contrast, several migration factors, including family separation and mandatory detention, were significantly associated with psychological comorbidities such as post-traumatic stress disorder (OR 5.60, P educational, developmental and psychological concerns. Refugee children have varied migration, trauma and educational backgrounds, impacting on health and psychological outcomes. In-depth multidisciplinary history including prior education and psychosocial issues is recommended. Partnering with education services appears to play an effective, multifaceted role in aiding resettlement; however, longitudinal studies are required. © 2014 The Authors. Journal of Paediatrics and Child Health © 2014

  13. Parents as Teachers Health Literacy Demonstration project: integrating an empowerment model of health literacy promotion into home-based parent education.

    Science.gov (United States)

    Carroll, Lauren N; Smith, Sandra A; Thomson, Nicole R

    2015-03-01

    The Parents as Teachers (PAT) Health Literacy Demonstration project assessed the impact of integrating data-driven reflective practices into the PAT home visitation model to promote maternal health literacy. PAT is a federally approved Maternal, Infant, Early Childhood Home Visiting program with the goal of promoting school readiness and healthy child development. This 2-year demonstration project used an open-cohort longitudinal design to promote parents' interactive and reflective skills, enhance health education, and provide direct assistance to personalize and act on information by integrating an empowerment paradigm into PAT's parent education model. Eight parent educators used the Life Skills Progression instrument to tailor the intervention to each of 103 parent-child dyads. Repeated-measures analysis of variance, paired t tests, and logistic regression combined with qualitative data demonstrated that mothers achieved overall significant improvements in health literacy, and that home visitors are important catalysts for these improvements. These findings support the use of an empowerment model of health education, skill building, and direct information support to enable parents to better manage personal and child health and health care. © 2014 Society for Public Health Education.

  14. The Effects of Home Computers on Educational Outcomes: Evidence from a Field Experiment with Community College Students

    OpenAIRE

    Fairlie, Robert

    2014-01-01

    There is no clear theoretical prediction regarding whether home computers are an important input in the educational production function.  To investigate the hypothesis that access to a home computer affects educational outcomes, we conduct the first-ever field experiment involving the provision of free computers to students for home use.  Financial aid students attending a large community college in Northern California were randomly selected to receive free computers and were followed for two...

  15. The Effects of Home Computers on Educational Outcomes: Evidence from a Field Experiment with Community College Students

    OpenAIRE

    Robert W. Fairlie; Rebecca A. London

    2013-01-01

    There is no clear theoretical prediction regarding whether home computers are an important input in the educational production function. To investigate the hypothesis that access to a home computer affects educational outcomes, we conduct the first-ever field experiment involving the provision of free computers to students for home use. Financial aid students attending a large community college in Northern California were randomly selected to receive free computers and were followed for two y...

  16. EDUCATIONAL OUTCOMES OF SCHOOL FEEDING INTERVENTION: EVIDENCE FROM RURAL NORTHERN GHANA

    Directory of Open Access Journals (Sweden)

    Oloruntoba Abayomi

    2014-03-01

    Full Text Available The study investigated how policy intervention could have significant impact on beneficiaries. Using quasi-experimental design, 360 pupils from participating and non-participating schools in a feeding program were selected from a rural setting. Instrument for data collection was validated, pre-tested and administered on cross-section of respondents. Data were analyzed using descriptive statistics, t-test and regression analyses. Findings show that significant differences existed in educational outcomes as participating pupils performed better in core subjects of English Language, Mathematics and Integrated Science. In terms of socio-economic determinants, findings show that selected variables such as sex of pupils and number of dependents in the family had directly impacted on the performance of pupils. The study also found causal link between the school feeding intervention and others as one of the multiplier effects was not only an increased enrolments by almost a quarter, but reduced dropout and absenteeism rates. This implied that the policy environments was sufficiently pro-poor and effective since it has strengthened the standard of foundational primary school and completion rate envisaged in the educational policy. It is recommended that further policy options that would facilitate the scaling-up of the program in the entire intervention area be formulated.

  17. THE SPECTRUM OF STUDENT ENROLLMENT-RELATED OUTCOMES IN PHYSIOTHERAPY EDUCATION PROGRAMS IN WEST AFRICA

    Directory of Open Access Journals (Sweden)

    Joseph A. Balogun

    2016-12-01

    Full Text Available Background: This cross-sectional study investigated student enrollment-related outcomes from physiotherapy education programs in West Africa. Methods: The Head of Department of all physiotherapy education programs in Nigeria and Ghana universities (N=14 completed a questionnaire that sought information on admission capacity/goal, student enrollment, baccalaureate (BPT/BS and postgraduate (MS, Ph.D. degrees conferred and the student-core faculty ratio (SFR. Results: In Nigeria, 4,748 BPT, 325 MS and 50 Ph.D. degrees in physiotherapy were conferred over a 50 year period; 2,038 BPT, 160 MS, and 42 Ph.D. students are currently enrolled. In Ghana, over a 14 year period, 277 BS degrees were conferred and 162 students are currently enrolled. The mean SFR for the undergraduate program in Nigeria and Ghana was 17.6 and 13.5, respectively. In Nigeria, 83.3% of the physiotherapy programs are located in Federal owned university; while in Ghana 100% of the programs are in State-owned university (χ² = 8.556; p =.014. Admission goal and university ownership are significantly (p<.05 influenced by the number of students annually admitted, students enrolled and SFR. Conclusion: The number of physiotherapists currently produced by universities in West Africa is inadequate to meet the regional physiotherapist needs

  18. Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79.

    Science.gov (United States)

    Hojat, Mohammadreza; Erdmann, James B; Gonnella, Joseph S

    2013-07-01

    In a paradigm of physician performance we propose that both "cognitive" and "noncognitive" components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the "noncognitive" component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.

  19. Rudiments of recent fertility decline in Hungary: Postponement, educational differences, and outcomes of changing partnership forms

    Directory of Open Access Journals (Sweden)

    Zsolt Spéder

    2006-10-01

    Full Text Available Our study describes fundamental changes in childbearing behavior in Hungary. It documents current postponement of entry into motherhood (first birth and uncovers signs of delay in second birth. We place the behavioral modifications into historical time and reveal the basic role of the political, economic, and societal transformation of Hungary that started in 1989-1990 in these modifications. We document postponement as well as differentiation, and mothers' highest level of education will represent the structural position of individuals. We shed light on the different speed of postponement and support the assumption of behavioral differences according to the highest level of education. Particular attention will be paid to changing partnership relations: Fertility outcomes remain to be strongly associated with the type of partnership and its development; profound changes in partnership formation, namely the proliferation of cohabitation and the increasing separation rate of first partnerships, may therefore facilitate fertility decline in Hungary. The analysis is based on the first wave of the Hungarian panel survey "Turning points of the life course" carried out in 2001/2002.

  20. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education: A Randomized Controlled Trial.

    Science.gov (United States)

    Lee, Nam-Ju; Chae, Sun-Mi; Kim, Haejin; Lee, Ji-Hye; Min, Hyojin Jennifer; Park, Da-Eun

    2016-01-01

    Mobile devices are a regular part of daily life among the younger generations. Thus, now is the time to apply mobile device use to nursing education. The purpose of this study was to identify the effects of a mobile-based video clip on learning motivation, competence, and class satisfaction in nursing students using a randomized controlled trial with a pretest and posttest design. A total of 71 nursing students participated in this study: 36 in the intervention group and 35 in the control group. A video clip of how to perform a urinary catheterization was developed, and the intervention group was able to download it to their own mobile devices for unlimited viewing throughout 1 week. All of the students participated in a practice laboratory to learn urinary catheterization and were blindly tested for their performance skills after participation in the laboratory. The intervention group showed significantly higher levels of learning motivation and class satisfaction than did the control. Of the fundamental nursing competencies, the intervention group was more confident in practicing catheterization than their counterparts. Our findings suggest that video clips using mobile devices are useful tools that educate student nurses on relevant clinical skills and improve learning outcomes.

  1. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education

    Science.gov (United States)

    Lee, Nam-Ju; Chae, Sun-Mi; Kim, Haejin; Lee, Ji-Hye; Min, Hyojin Jennifer; Park, Da-Eun

    2016-01-01

    Mobile devices are a regular part of daily life among the younger generations. Thus, now is the time to apply mobile device use to nursing education. The purpose of this study was to identify the effects of a mobile-based video clip on learning motivation, competence, and class satisfaction in nursing students using a randomized controlled trial with a pretest and posttest design. A total of 71 nursing students participated in this study: 36 in the intervention group and 35 in the control group. A video clip of how to perform a urinary catheterization was developed, and the intervention group was able to download it to their own mobile devices for unlimited viewing throughout 1 week. All of the students participated in a practice laboratory to learn urinary catheterization and were blindly tested for their performance skills after participation in the laboratory. The intervention group showed significantly higher levels of learning motivation and class satisfaction than did the control. Of the fundamental nursing competencies, the intervention group was more confident in practicing catheterization than their counterparts. Our findings suggest that video clips using mobile devices are useful tools that educate student nurses on relevant clinical skills and improve learning outcomes. PMID:26389858

  2. Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial

    Directory of Open Access Journals (Sweden)

    Samantha Sevenhuysen

    2014-12-01

    Full Text Available Question: What is the efficacy and acceptability of a peer-assisted learning model compared with a traditional model for paired students in physiotherapy clinical education? Design: Prospective, assessor-blinded, randomised crossover trial. Participants: Twenty-four physiotherapy students in the third year of a 4-year undergraduate degree. Intervention: Participants each completed 5 weeks of clinical placement, utilising a peer-assisted learning model (a standardised series of learning activities undertaken by student pairs and educators to facilitate peer interaction using guided strategies and a traditional model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students. Outcome measures: The primary outcome measure was student performance, rated on the Assessment of Physiotherapy Practice by a blinded assessor, the supervising clinical educator and by the student in self-assessment. Secondary outcome measures were satisfaction with the teaching and learning experience measured via survey, and statistics on services delivered. Results: There were no significant between-group differences in Assessment of Physiotherapy Practice scores as rated by the blinded assessor (p = 0.43, the supervising clinical educator (p = 0.94 or the students (p = 0.99. In peer-assisted learning, clinical educators had an extra 6 minutes/day available for non-student-related quality activities (95% CI 1 to 10 and students received an additional 0.33 entries/day of written feedback from their educator (95% CI 0.06 to 0.61. Clinical educator satisfaction and student satisfaction were higher with the traditional model. Conclusion: The peer-assisted learning model trialled in the present study produced similar student performance outcomes when compared with a traditional approach. Peer-assisted learning provided some benefits to educator workload and student feedback, but both educators and students were more

  3. Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

    Directory of Open Access Journals (Sweden)

    Colla J. MacDonald

    2005-07-01

    Full Text Available This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001 to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model. Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000. Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running��� in response to pressing consumer demands (Dick, 1996, p. 59. Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001. McGorry (2003 adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences

  4. Cooperation with Commodity Groups and Hands-On Demonstrations Improve the Effectiveness of Commodity-Focused Educational Programs

    Science.gov (United States)

    Kandel, Herman J.; Ransom, Joel K.; Torgerson, David A.; Wiersma, Jochum J.

    2010-01-01

    Wheat and soybean producers pay a small amount per bushel produced as a check-off. Funds are used for research, outreach, and crop promotion. Commodity organizations and Extension joined forces to develop multi-state educational outreach on spring wheat and soybean production. Participatory planning involved producers in developing these…

  5. Major New Movements in Elementary School Music Education: Report on a One-Day Statewide Demonstration-Workshop.

    Science.gov (United States)

    New York State Education Dept., Albany, Bureau of Music Education.

    The three approaches of Carl Orff, Zoltan Kodaly, and Shinichi Suzuki to early childhood education can be successfully fused to provide a foundation for a total music curriculum from the nursery to secondary school. Basically, Orff suggests that rhythmic patterns should be experienced in children's natural language as they improvise melodies and…

  6. [Reliability and validity of assessment of educational outcomes obtained by students of Medical Rescue at Medical University of Warsaw].

    Science.gov (United States)

    Panczyk, Mariusz; Stachacz, Grzegorz; Gałązkowski, Robert; Gotlib, Joanna

    2016-01-01

    In the interest of preservation of high degree of objectivity of information about students' educational outcomes, a system of assessment needs to meet criteria of appropriate reliability and validity. Analysis of reliability and validity of the system of assessment of students' educational outcomes for courses followed by an examination and covered by a curriculum in Medical Rescue at Medical University of Warsaw (MU W). A retrospective study enrolling a group of 421 students of eight subsequent full education cycles. Detailed data concerning grades for fourteen courses followed by an examination in the entire course of studies were collected. Reliability (Cronbach's alpha coefficient) and criteria validity (Spearman's rank correlation) were assessed. Internal consistency was estimated using a multiple regression model. The levels of assessment reliability for the general university, pre-clinical, and clinical scopes amounted to alpha: 0.42, 0.53, and 0.70, respectively. The strongest positive correlations between the results of pre-clinical and clinical trainings were found for the Anatomy course (r ≈ 0.30). Only in the case of the Pharmacology course it was found that students' achievements in this field were significantly correlated with all other courses of clinical training. The influence of educational outcomes in particular areas of clinical training on the final grade for the entire course of studies was diverse (β regression between 0.04 and 0.11). While the Pharmacology course had the strongest impact on final results, the Surgery course had the least influence on students' final grades (β = 0.04). 1. Sufficient reliability of the system of assessment of educational outcomes in Medical Rescue showed good precision and repeatability of assessment. 2. A low level of validity was caused by a failure to keep the appropriateness of the assessment of educational outcomes in several clinical courses. 3. Prognostic and diagnostic validity of methods used for

  7. Tested Demonstrations.

    Science.gov (United States)

    Sands, Robert; And Others

    1982-01-01

    Procedures for two demonstrations are provided. The solubility of ammonia gas in water is demonstrated by introducing water into a closed can filled with the gas, collapsing the can. The second demonstration relates scale of standard reduction potentials to observed behavior of metals in reactions with hydrogen to produce hydrogen gas. (Author/JN)

  8. Effects of different physical education programmes on children's skill- and health-related outcomes: a pilot randomised controlled trial.

    Science.gov (United States)

    Gallotta, Maria Chiara; Emerenziani, Gian Pietro; Iazzoni, Sara; Iasevoli, Luigi; Guidetti, Laura; Baldari, Carlo

    2016-09-03

    Aim of this study was to evaluate the effectiveness of two different 5-month physical education (PE) interventions conducted by a specialist PE teacher on primary school children's skill- and health-related outcomes. About 230 children were randomly assigned to one of three intervention groups: experimental_1 group, experimental_2 group or control group (school curriculum given by the generalist teacher). Pre- and post-intervention tests assessed pupils' fitness (pacer, curl-up, push-up, trunk lift, sit and reach tests) and gross motor coordination (shifting platforms, balance beam, jumping laterally, hopping on one leg over an obstacle tests). Both experimental groups significantly improved some fitness and coordinative tests after the intervention period when compared with control group. However, no differential changes on coordinative development were observed between the 2 experimental groups. Results of this study demonstrated that children benefitted from a well-structured PE intervention conducted and supervised by a specialist PE teacher improving their motor skills and fitness.

  9. The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels.

    Science.gov (United States)

    Curran, Vernon; Reid, Adam; Reis, Pamela; Doucet, Shelley; Price, Sheri; Alcock, Lindsay; Fitzgerald, Shari

    2015-01-01

    Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

  10. Negative effects of paternal age on children's neurocognitive outcomes can be explained by maternal education and number of siblings.

    Directory of Open Access Journals (Sweden)

    Ryan D Edwards

    Full Text Available BACKGROUND: Recent findings suggest advanced paternal age may be associated with impaired child outcomes, in particular, neurocognitive skills. Such patterns are worrisome given relatively universal trends in advanced countries toward delayed nuptiality and fertility. But nature and nurture are both important for child outcomes, and it is important to control for both when drawing inferences about either pathway. METHODS AND FINDINGS: We examined cross-sectional patterns in six developmental outcome measures among children in the U.S. Collaborative Perinatal Project (n = 31,346. Many of these outcomes at 8 mo, 4 y, and 7 y of age (Bayley scales, Stanford Binet Intelligence Scale, Graham-Ernhart Block Sort Test, Wechsler Intelligence Scale for Children, Wide Range Achievement Test are negatively correlated with paternal age when important family characteristics such as maternal education and number of siblings are not included as covariates. But controlling for family characteristics in general and mother's education in particular renders the effect of paternal age statistically insignificant for most developmental measures. CONCLUSIONS: Assortative mating produces interesting relationships between maternal and paternal characteristics that can inject spurious correlation into observational studies via omitted variable bias. Controlling for both nature and nurture reveals little residual evidence of a link between child neurocognitive outcomes and paternal age in these data. Results suggest that benefits associated with the upward trend in maternal education may offset any negative effects of advancing paternal age.

  11. Strategies for Achieving the New SHAPE America Standards and Grade-Level Outcomes: Bringing Obstacle Course Training into Physical Education

    Science.gov (United States)

    Kulik, Keri S.; Brewer, Hannah; Windish, Lance; Carlson, Hollie

    2017-01-01

    The new SHAPE America standards and grade level outcomes for high-school physical education focus exclusively on physical activities that are suitable for lifelong participation. Some of the fastest-growing physical activities for adults in the United States are non-traditional multi-sport events and obstacle course races. As "Healthy People…

  12. Do Learning and Teaching Materials Influence Learning Outcomes Amidst High Enrolments? Lessons from Uganda's Universal Primary Education

    Science.gov (United States)

    Busingye, Janice Desire; Najjuma, Rovincer

    2015-01-01

    Education systems in third world countries are grappling with high enrolments of children in schools, amidst dwindling resources. In this article, the authors question whether learning/teaching materials influence learning outcomes in a context where policy is more concerned about enrolment than quality of service. This article is drawn from data…

  13. Do Learning and Teaching Materials Influence Learning Outcomes Amidst High Enrolments? Lessons from Uganda's Universal Primary Education

    Science.gov (United States)

    Busingye, Janice Desire; Najjuma, Rovincer

    2015-01-01

    Education systems in third world countries are grappling with high enrolments of children in schools, amidst dwindling resources. In this article, the authors question whether learning/teaching materials influence learning outcomes in a context where policy is more concerned about enrolment than quality of service. This article is drawn from data…

  14. Variation in Educational Outcomes and Policies across Countries and of Schools within Countries. NBER Working Paper No. 16293

    Science.gov (United States)

    Freeman, Richard B.; Machin, Stephen; Viarengo, Martina

    2010-01-01

    This study examines the variation in educational outcomes across and within countries using the TIMSS mathematics tests. It documents the wide cross-country variation in the level and dispersion of test scores. Countries with the highest test scores are those with the least inequality in scores, which suggests a "virtuous" equity-efficiency…

  15. The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

    Science.gov (United States)

    Aragon, Steven R.; Poteat, V. Paul; Espelage, Dorothy L.; Koenig, Brian W.

    2014-01-01

    A total of 11,447 high school students were surveyed to test the relation between victimization and the educational outcomes of truancy, post-high school intentions, and grades for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) and non-LGBTQ students. LGBTQ students reported statistically higher truancy, lower grades, greater…

  16. Nursing Education Interventions for Managing Acute Pain in Hospital Settings: A Systematic Review of Clinical Outcomes and Teaching Methods.

    Science.gov (United States)

    Drake, Gareth; de C Williams, Amanda C

    2017-02-01

    The objective of this review was to examine the effects of nursing education interventions on clinical outcomes for acute pain management in hospital settings, relating interventions to health care behavior change theory. Three databases were searched for nursing education interventions from 2002 to 2015 in acute hospital settings with clinical outcomes reported. Methodological quality was rated as strong, moderate, or weak using the Effective Public Health Practice Project Quality Assessment Tool for quantitative studies. The 12 eligible studies used varied didactic and interactive teaching methods. Several studies had weaknesses attributable to selection biases, uncontrolled confounders, and lack of blinding of outcome assessors. No studies made reference to behavior change theory in their design. Eight of the 12 studies investigated nursing documentation of pain assessment as the main outcome, with the majority reporting positive effects of education interventions on nursing pain assessment. Of the remaining studies, two reported mixed findings on patient self-report of pain scores as the key measure, one reported improvements in patient satisfaction with pain management after a nursing intervention, and one study found an increase in nurses' delivery of a relaxation treatment following an intervention. Improvements in design and evaluation of nursing education interventions are suggested, drawing on behavior change theory and emphasizing the relational, contextual, and emotionally demanding nature of nursing pain management in hospital settings.

  17. Adapting an Outcome-Based Education Development Process to Meet Near Real-Time Challenges to Sustainable Agricultural Production

    Science.gov (United States)

    Halbleib, Mary L.; Jepson, Paul C.

    2015-01-01

    Purpose: This paper examines the benefits of using an outcome-based education (OBE) method within agricultural extension outreach programmes for professional and farmer audiences. Design/Methodology/Approach: The method is elaborated through two practical examples, which show that focused, short-duration programmes can produce meaningful skill…

  18. Strategies for Achieving the New SHAPE America Standards and Grade-Level Outcomes: Bringing Obstacle Course Training into Physical Education

    Science.gov (United States)

    Kulik, Keri S.; Brewer, Hannah; Windish, Lance; Carlson, Hollie

    2017-01-01

    The new SHAPE America standards and grade level outcomes for high-school physical education focus exclusively on physical activities that are suitable for lifelong participation. Some of the fastest-growing physical activities for adults in the United States are non-traditional multi-sport events and obstacle course races. As "Healthy People…

  19. General Education Courses at the University of Botswana: Application of the Theory of Reasoned Action in Measuring Course Outcomes

    Science.gov (United States)

    Garg, Deepti; Garg, Ajay K.

    2007-01-01

    This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses (GECs) under the University of Botswana Computer and Information Skills (CIS) program. An exploratory model was validated for responses from 298 students. The results suggest that resources currently committed to…

  20. Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

    Science.gov (United States)

    Beachboard, Martine Robinson; Beachboard, John C.; Li, Wenling; Adkison, Stephen R.

    2011-01-01

    This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions…

  1. The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

    Science.gov (United States)

    Aragon, Steven R.; Poteat, V. Paul; Espelage, Dorothy L.; Koenig, Brian W.

    2014-01-01

    A total of 11,447 high school students were surveyed to test the relation between victimization and the educational outcomes of truancy, post-high school intentions, and grades for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) and non-LGBTQ students. LGBTQ students reported statistically higher truancy, lower grades, greater…

  2. Patterns in Entrepreneurial Competences as the Perceived Learning Outcomes of Entrepreneurship Education: The Case of Estonian HEIs

    Science.gov (United States)

    Mets, Tõnis; Kozlinska, Inna; Raudsaar, Mervi

    2017-01-01

    The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF)--the knowledge-skills-attitude triad…

  3. Assessing outcomes of educational videos in group visits for patients with chronic pain at an academic primary care clinic.

    Science.gov (United States)

    Vogler, Carrie N; Sattovia, Stacy; Salazar, Laura Y; Leung, Tiffany I; Botchway, Albert

    2017-06-01

    This study evaluates the impact of pain education group visits on patients with chronic non-cancer pain (CNCP). The primary outcome of the study was to evaluate patients' functional status and secondary outcomes included knowledge, behavior, and satisfaction, before and after participation in the pain education group visits. Locally produced patient educational videos on chronic non-cancer pain were delivered during patient group visits led by a healthcare provider. Study participants included patients with CNCP pain in an academic general medicine practice. The primary outcome was functional status, measured by the Pain Intensity, Enjoyment of life, and General Activity (PEG) score and the Oswestry Disability Index. Secondary outcomes were evaluated through a pre- and post-intervention knowledge assessment and chart review of opioid use and utilization of emergency and urgent care services. A satisfaction survey was administered after each group visit. Thirty-five patient-group visits were analyzed and 14 patient charts reviewed. A moderately positive correlation was observed between PEG and Oswestry Disability Index (r = 0.47, p high. Group visits providing patient education about CNCP may benefit patients' knowledge about this clinical condition, and was received with high patient satisfaction. Further investigation is needed to evaluate longer-term knowledge retention, sustainability of improvements resulting from the intervention, and longer-term effects of the intervention on functional status.

  4. Patterns in Entrepreneurial Competences as the Perceived Learning Outcomes of Entrepreneurship Education: The Case of Estonian HEIs

    Science.gov (United States)

    Mets, Tõnis; Kozlinska, Inna; Raudsaar, Mervi

    2017-01-01

    The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF)--the knowledge-skills-attitude triad…

  5. Impact of Peer Nutrition Education on Dietary Behaviors and Health Outcomes among Latinos: A Systematic Literature Review

    Science.gov (United States)

    Perez-Escamilla, Rafael; Hromi-Fiedler, Amber; Vega-Lopez, Sonia; Bermudez-Millan, Angela; Segura-Perez, Sofia

    2008-01-01

    Objective: This systematic review assesses the impact of peer education/counseling on nutrition and health outcomes among Latinos and identifies future research needs. Design: A systematic literature search was conducted by: (1) searching Internet databases; (2) conducting backward searches from reference lists of articles of interest; (3)…

  6. Impact of Peer Nutrition Education on Dietary Behaviors and Health Outcomes among Latinos: A Systematic Literature Review

    Science.gov (United States)

    Perez-Escamilla, Rafael; Hromi-Fiedler, Amber; Vega-Lopez, Sonia; Bermudez-Millan, Angela; Segura-Perez, Sofia

    2008-01-01

    Objective: This systematic review assesses the impact of peer education/counseling on nutrition and health outcomes among Latinos and identifies future research needs. Design: A systematic literature search was conducted by: (1) searching Internet databases; (2) conducting backward searches from reference lists of articles of interest; (3)…

  7. The Educational Context and Outcomes for High School Students with Disabilities: Overview of the Study and Findings. Research Report.

    Science.gov (United States)

    Schumaker, Jean B.; Deshler, Donald D.; Lenz, B. Keith; Bulgren, Janis A.; Davis, Betsy; Grossen, Bonnie; Marquis, Janet

    This research report discusses findings from descriptive studies that investigated the context and outcomes of educational programs for students with disabilities who were expected to receive standard high-school diplomas. The nine high schools included three in urban areas, three in suburban areas, and three in rural areas. Principals, special…

  8. Members' attendance rates and outcomes of relationship education groups: A consensus-dispersion analysis.

    Science.gov (United States)

    Kivlighan, D Martin; Owen, Jesse; Antle, Becky

    2017-04-01

    Relationship education programs (REPs) are an effective way to enhance relationship communication, prevent relational distress, and increase relationship quality. Most REPs are delivered in a group format; however, there is little known about the influence of group processes on outcomes for these programs, such as group members' attendance. Therefore, the current study applied a dispersion-consensus model to test the impact of attendance at the member and group levels on group members' REP outcomes. In a sample of 558 lower income, primarily African American participants, we examined whether individual and group attendance rates influenced posttreatment communication patterns and relationship quality. Results indicated that an individual group member's attendance was significantly and positively related to their posttreatment relationship quality, although this relationship is complex. Specifically, this relationship was stronger in groups with higher levels of attendance as well as groups with more attendance variability. In addition, results indicated that group members reported better posttreatment relationship quality in groups with less variability in members' attendance. However, we found a significant interaction between attendance consensus and variability, and an individual group member's posttreatment relationship quality, suggesting that group members report higher levels of relationship quality in groups where the attendance of the group as a whole is lower yet more consistent. No significant relationships were found for group member's posttreatment communication patterns. Our findings suggest that the rate and variability in the group's attendance, as well as an individual group member's own attendance significantly impacts their posttreatment relationship quality in complex ways. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  9. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory.

    Science.gov (United States)

    Orsini, Cesar; Binnie, Vivian I; Wilson, Sarah L

    2016-01-01

    This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective. A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students' motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students' motivation. In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics. Doing so may support future health practitioners' self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

  10. Connecting resident education to patient outcomes: the evolution of a quality improvement curriculum in an internal medicine residency.

    Science.gov (United States)

    Zafar, Muhammad A; Diers, Tiffiny; Schauer, Daniel P; Warm, Eric J

    2014-10-01

    As part of the Accreditation Council for Graduate Medical Education's Next Accreditation System, residency programs must connect resident-physician education to improved patient care outcomes. Residency training programs, however, face multiple obstacles in doing so. Results from residency quality improvement (QI) curricula tend to show improvement in simple process-based measures but not in more complex outcomes of care such as diabetes or blood pressure control. In this article, the authors describe the evolution of their QI educational program for internal medicine residents at the University of Cincinnati Medical Center within the structure of a novel training model called the Ambulatory Long Block. They discuss a resident-run project that led to reduced rates of patients with uncontrolled diabetes as an example of improvement in outcome measures. Despite favorable results from that particular resident group, the successful intervention did not spread practice-wide. Using this example, they detail the phases of evolution and lessons learned from their curriculum from 2006 to 2014 within a framework of previously published general principles for successful QI education, including those of exemplary care and learning sites. Successful programs require leadership, faculty expertise and mentorship, data management, learner buy-in, and patient engagement. Their experience will hopefully be of help to others as they attempt to simultaneously improve care and education. Further research and innovation are needed in this area, including optimizing strategies for strengthening resident-driven projects through partnership with nursing, allied health, and longitudinally engaged faculty members.

  11. Measuring interdisciplinary research and education outcomes in the Vienna Doctoral Programme on Water Resource Systems

    Science.gov (United States)

    Carr, Gemma; Loucks, Daniel Pete; Blaschke, Alfred Paul; Bucher, Christian; Farnleitner, Andreas; Fürnkranz-Prskawetz, Alexia; Parajka, Juraj; Pfeifer, Norbert; Rechberger, Helmut; Wagner, Wolfgang; Zessner, Matthias; Blöschl, Günter

    2015-04-01

    The interdisciplinary postgraduate research and education programme - the Vienna Doctoral Programme on Water Resource Systems - was initiated in 2009. To date, 35 research students, three post-docs and ten faculty members have been engaged in the Programme, from ten research fields (aquatic microbiology, hydrology, hydro-climatology, hydro-geology, mathematical economics, photogrammetry, remote sensing, resource management, structural mechanics, and water quality). The Programme aims to develop research students with the capacity to work across the disciplines, to conduct cutting edge research and foster an international perspective. To do this, a variety of mechanisms are adopted that include research cluster groups, joint study sites, joint supervision, a basic study programme and a research semester abroad. The Programme offers a unique case study to explore if and how these mechanisms lead to research and education outcomes. Outcomes are grouped according to whether they are tangible (publications with co-authors from more than one research field, analysis of graduate profiles and career destinations) or non-tangible (interaction between researchers, networks and trust). A mixed methods approach that includes bibliometric analysis combined with interviews with students is applied. Bibliometric analysis shows that as the Programme has evolved the amount of multi-disciplinary work has increased (32% of the 203 full papers produced by the programme's researchers have authors from more than one research field). Network analysis to explore which research fields collaborate most frequently show that hydrology plays a significant role and has collaborated with seven of the ten research fields. Hydrology researchers seem to interact the most strongly with other research fields as they contribute understanding on water system processes. Network analysis to explore which individuals collaborate shows that much joint work takes place through the five research cluster

  12. Educational outcomes of a medical physicist program over the past 10 years in Japan.

    Science.gov (United States)

    Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Kakinohana, Yasumasa; Kabuki, Shigeto; Monzen, Hajime; Nishio, Teiji; Shirato, Hiroki; Yamada, Syogo

    2017-04-11

    The promotion plan for the Platform of Human Resource Development for Cancer (Ganpro) was initiated by the Ministry of Education, Culture, Sports, Science and Technology of Japan in 2007, establishing a curriculum for medical physicists. In this study, we surveyed the educational outcomes of the medical physicist program over the past 10 years since the initiation of Ganpro. The Japan Society of Medical Physics mailing list was used to announce this survey. The questionnaire was created by members of the Japanese Board for Medical Physicist Qualification, and was intended for the collection of information regarding the characteristics and career paths of medical physics students. Students who participated in the medical physics program from 2007 to 2016 were enrolled. Thirty-one universities (17 accredited and 14 non-accredited) were represented in the survey. In total, 491, 105 and 6 students were enrolled in the Master's, Doctorate and Residency programs, respectively. Most students held a Bachelor's degree in radiological technology (Master's program, 87%; Doctorate program, 72%). A large number of students with a Master's degree worked as radiological technologists (67%), whereas only 9% (n = 32) worked as medical physicists. In contrast, 53% (n = 28) of the students with a Doctorate degree worked as medical physicists. In total, 602 students (from 31 universities) completed the survey. Overall, although the number of the graduates who worked as medical physicists was small, this number increased annually. It thus seems that medical institutions in Japan are recognizing the necessity of licensed medical physicists in the radiotherapy community. © The Author 2017. Published by Oxford University Press on behalf of The Japan Radiation Research Society and Japanese Society for Radiation Oncology.

  13. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1983-01-01

    Free radical chlorination of methane is used in organic chemistry to introduce free radical/chain reactions. In spite of its common occurrence, demonstrations of the reaction are uncommon. Therefore, such a demonstration is provided, including background information, preparation of reactants/reaction vessel, introduction of reactants, irradiation,…

  14. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1983-01-01

    Discusses a supplement to the "water to rose" demonstration in which a pink color is produced. Also discusses blood buffer demonstrations, including hydrolysis of sodium bicarbonate, simulated blood buffer, metabolic acidosis, natural compensation of metabolic acidosis, metabolic alkalosis, acidosis treatment, and alkalosis treatment. Procedures…

  15. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1987-01-01

    Describes two laboratory demonstrations in chemistry. One uses dry ice, freon, and freezer bags to demonstrate volume changes, vapor-liquid equilibrium, a simulation of a rain forest, and vaporization. The other uses the clock reaction technique to illustrate fast reactions and kinetic problems in releasing carbon dioxide during respiration. (TW)

  16. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1986-01-01

    Outlines a simple, inexpensive way of demonstrating electroplating using the reaction between nickel ions and copper metal. Explains how to conduct a demonstration of the electrolysis of water by using a colored Na2SO4 solution as the electrolyte so that students can observe the pH changes. (TW)

  17. TENCompetence tool demonstration

    NARCIS (Netherlands)

    Kluijfhout, Eric

    2010-01-01

    Kluijfhout, E. (2009). TENCompetence tool demonstration. Presented at Zorgacademie Parkstad (Health Academy Parkstad), Limburg Leisure Academy, Life Long Learning Limburg and a number of regional educational institutions. May, 18, 2009, Heerlen, The Netherlands: Open University of the Netherlands, T

  18. Research Problems in Data Curation: Outcomes from the Data Curation Education in Research Centers Program

    Science.gov (United States)

    Palmer, C. L.; Mayernik, M. S.; Weber, N.; Baker, K. S.; Kelly, K.; Marlino, M. R.; Thompson, C. A.

    2013-12-01

    The need for data curation is being recognized in numerous institutional settings as national research funding agencies extend data archiving mandates to cover more types of research grants. Data curation, however, is not only a practical challenge. It presents many conceptual and theoretical challenges that must be investigated to design appropriate technical systems, social practices and institutions, policies, and services. This presentation reports on outcomes from an investigation of research problems in data curation conducted as part of the Data Curation Education in Research Centers (DCERC) program. DCERC is developing a new model for educating data professionals to contribute to scientific research. The program is organized around foundational courses and field experiences in research and data centers for both master's and doctoral students. The initiative is led by the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, in collaboration with the School of Information Sciences at the University of Tennessee, and library and data professionals at the National Center for Atmospheric Research (NCAR). At the doctoral level DCERC is educating future faculty and researchers in data curation and establishing a research agenda to advance the field. The doctoral seminar, Research Problems in Data Curation, was developed and taught in 2012 by the DCERC principal investigator and two doctoral fellows at the University of Illinois. It was designed to define the problem space of data curation, examine relevant concepts and theories related to both technical and social perspectives, and articulate research questions that are either unexplored or under theorized in the current literature. There was a particular emphasis on the Earth and environmental sciences, with guest speakers brought in from NCAR, National Snow and Ice Data Center (NSIDC), and Rensselaer Polytechnic Institute. Through the assignments, students

  19. Are students who have been educated in an outcomes-based approach prepared for university mathematics?

    Directory of Open Access Journals (Sweden)

    Johann Engelbrecht

    2009-09-01

    Full Text Available Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1 - 12 with an outcomes-based education system (OBE. The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998. The implementation of the OBE system did not occur without problems, giving rise to revised initiatives and a fair amount of criticism. The 2009 intake of students at universities is the first group of students that had been subjected to the OBE approach for their entire school career. This is also the first group of students for whom some form of mathematics was compulsory up to Grade 12 level in the form of mathematics or mathematical literacy. These students were characterised by the fact that their mathematics marks for Grade 12 were exceptionally high and that many more students qualified for university entrance. This article reports on the impact of this new education system on the mathematics prepared-ness of students entering university. The study involves an empirical analysis of the students in the first-year mathematics course for engineering students at the University of Pretoria as well as an analysis of a questionnaire completed by experienced lecturers at this university. The question addressed in this article is how the 2009 intake of students cope with mathematics at university level with regard to Performance General attributes Mathematical attributes Content-related attributesResults indicate a decrease in mathematics performance of these students at university level and that the inflated matric marks result in unjustified expectations. However, it is not unusual for marks to decrease from school to university and there is still too little evidence for serious concern. The study also indicates that these students seem to be better equipped with regard to personal attributes such as self-confidence and

  20. School feeding programs in developing countries: impacts on children's health and educational outcomes.

    Science.gov (United States)

    Jomaa, Lamis H; McDonnell, Elaine; Probart, Claudia

    2011-02-01

    School feeding programs (SFPs) are intended to alleviate short-term hunger, improve nutrition and cognition of children, and transfer income to families. The present review explores the impact of SFPs on nutritional, health, and educational outcomes of school-aged children in developing countries. Peer-reviewed journal articles and reviews published in the past 20 years were identified and screened for inclusion. Analysis of the articles revealed relatively consistent positive effects of school feeding in its different modalities on energy intake, micronutrient status, school enrollment, and attendance of the children participating in SFPs compared to non-participants. However, the positive impact of school feeding on growth, cognition, and academic achievement of school-aged children receiving SFPs compared to non-school-fed children was less conclusive. This review identifies research gaps and challenges that need to be addressed in the design and implementation of SFPs and calls for theory-based impact evaluations to strengthen the scientific evidence behind designing, funding, and implementing SFPs. © 2011 International Life Sciences Institute.

  1. 讲解示范在体育教学中的运用%Application of Explanation and Demonstration in Physical Education Teaching

    Institute of Scientific and Technical Information of China (English)

    赖海炎

    2012-01-01

    讲解法与示范法是体育教学中最主要、最基本的教学方法。在体育课教学过程中,教师的示范是让学生去感知,使学生形成感性认识。教师的讲解则是帮助学生理解技术动作,使学生从感性认识到理性认识。在教学中正确使用讲解与示范,并在实践中有机结合起来,才能有效的提高教学质量。讲解法与示范法在体育教学的教法运用中是不可分割的一个整体,两者的关系非常紧密,它们互相依存、互相补充,在体育教学中具有同等重要的地位。%Explanation and demonstration are the most main and the most basic teaching method in the physical education teaching. In physical education teaching, the teacher's demonstration is to let students feel, making students form perceptual knowledge. The teacher's explanation is to help students understand the action skills, making students from perceptual knowledge to rational knowledge. In teaching, we should use correct explanation and demonstration and put them together organically in practice so that we can improve our teaching quality effec- tively. Explanation and demonstration is an indivisible body in the application of physical education teaching, the relationship of the two is compact, both of them is interdependent and complement each other and occupy equal consequence in physical education teaching.

  2. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L.

    1990-01-01

    Included are three demonstrations that include the phase change of ice when under pressure, viscoelasticity and colloid systems, and flame tests for metal ions. The materials, procedures, probable results, and applications to real life situations are included. (KR)

  3. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1980-01-01

    Presented is a Corridor Demonstration which can be set up in readily accessible areas such as hallways or lobbies. Equipment is listed for a display of three cells (solar cells, fuel cells, and storage cells) which develop electrical energy. (CS)

  4. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1987-01-01

    Presents three demonstrations suitable for undergraduate chemistry classes. Focuses on experiments with calcium carbide, the induction by iron of the oxidation of iodide by dichromate, and the classical iodine clock reaction. (ML)

  5. The effect of neighborhood socioeconomic status on education and health outcomes for children living in social housing.

    Science.gov (United States)

    Martens, Patricia J; Chateau, Daniel G; Burland, Elaine M J; Finlayson, Gregory S; Smith, Mark J; Taylor, Carole R; Brownell, Marni D; Nickel, Nathan C; Katz, Alan; Bolton, James M

    2014-11-01

    We explored differences in health and education outcomes between children living in social housing and not, and effects of social housing's neighborhood socioeconomic status. In this cohort study, we used the population-based repository of administrative data at the Manitoba Centre for Health Policy. We included children aged 0 to 19 years in Winnipeg, Manitoba, in fiscal years 2006-2007 to 2008-2009 (n = 13,238 social housing; n = 174,017 others). We examined 5 outcomes: age-2 complete immunization, a school-readiness measure, adolescent pregnancy (ages 15-19 years), grade-9 completion, and high-school completion. Logistic regression and generalized estimating equation modeling generated rates. We derived neighborhood income quintiles (Q1 lowest, Q5 highest) from average household income census data. Children in social housing fared worse than comparative children within each neighborhood income quintile. When we compared children in social housing by quintile, preschool indicators (immunization and school readiness) were similar, but adolescent outcomes (grade-9 and high-school completion, adolescent pregnancy) were better in Q3 to Q5. Children in social housing had poorer health and education outcomes than all others, but living in social housing in wealthier areas was associated with better adolescent outcomes.

  6. WE-G-BRA-02: Visual Demonstrations of Medical Physics Concepts of Transmission Imaging for Resident Education.

    Science.gov (United States)

    Sechopoulos, I

    2012-06-01

    To improve the radiology residents' understanding of medical physics concepts through visualization of physical phenomena. Several medical physics concepts in x-ray transmission imaging are relevant to many radiographic modalities, not only to planar radiography. Therefore, it is important that the diagnostic radiology residents obtain a good understanding of these concepts. However, standard PowerPoint slides or blackboard-based graphical representations are not always effective ways to communicate these novel concepts to the residents. To improve upon the understanding of these concepts, the computer, projector and screen in the lecture room are used as surrogates of an x-ray imaging system. The projector is the source of light (x-rays) with PowerPoint slides defining the pattern emitted (x-ray field) on to the projector screen (detector/monitor). Several different transparencies and acrylic objects are used to demonstrate varied medical physics phenomena relevant to transmission imaging, such as: straight-line travel of electromagnetic radiation; tissue superimposition; object, subject, image and display contrast; linear systems; point spread functions; frequency domain; contrast and modulation transfer functions; quantum and image noise; noise frequency and noise power spectrum; anatomical noise; magnification and geometric unsharpness; inverse square distance relationship; sampling and aliasing; and x-ray scatter. The residents' comprehension and ability to explain these concepts has substantially improved, in addition to their interest in these topics. This was reflected on improved test scores and on anonymous feedback surveys post- lectures. The use of demonstrations that mimic the conditions and physical phenomena found in transmission imaging by taking advantage of the projector and screen together with transparencies and other objects improves the residents' grasp of basic radiographic concepts and promotes live interactions between the residents and the

  7. Educational outcomes from a novel house call curriculum for internal medicine residents: report of a 3-year experience.

    Science.gov (United States)

    Hayashi, Jennifer; Christmas, Colleen; Durso, Samuel C

    2011-07-01

    Physician house calls are an important mode of healthcare delivery to frail homebound older adults and positively affect patient outcomes and learner education, but most physicians receive scant training in home care medicine. A novel longitudinal curriculum in house call medicine for internal medicine residents was implemented in July 2006, and educational outcomes were evaluated over the following 3 years. The 2-year curriculum included didactic and experiential components. Residents made house calls with preceptors and alone and completed a series of computer modules outlining knowledge essential to providing home-based care. They discussed the important features of the modules in regularly scheduled small groups throughout the 2-year experience, and each taught a "house call morning report" in their senior resident year. Evaluation methods included surveys before, during, and at the end of the 2-year curriculum (knowledge and attitudes); direct observation by preceptors during house calls (skills); and an online, anonymous survey at the end of each year (attitudes). Results show statistically significant increases in residents' knowledge, skills, and attitudes relevant to home care medicine. Residents describe educationally significant and positive effects from their house call experiences. This novel curriculum improved medical residents' knowledge, attitudes, and skills in performing house calls for frail elderly individuals. The longer-term outcomes of this intervention will continue to be studied, with the hope that it may be used to help provide educational opportunities to prepare the physician workforce to meet the service needs of a growing segment of the population.

  8. Assessment of student pharmacists' knowledge concerning folic acid and prevention of birth defects demonstrates a need for further education.

    Science.gov (United States)

    Lynch, Sean M

    2002-03-01

    Adequate periconceptional consumption of folic acid can prevent neural tube birth defects, and all women capable of becoming pregnant are recommended to consume 400 microg/d. Most women, however, are unaware of this recommendation and do not consume adequate amounts of folic acid. It is important, therefore, that healthcare professionals, such as pharmacists, be capable of educating women regarding folic acid. The aim of this study was to assess knowledge regarding prevention of birth defects by folic acid among student (future) pharmacists in the final year of a professional degree program. Over a 3-y period (1998-2000), students (n = 98) enrolled in a PharmD program completed a survey consisting of five multiple-choice questions concerning folic acid and birth defects. Almost all students (93.9%) correctly identified folic acid as preventing birth defects. Of these students, many also knew that supplementation should begin before pregnancy (73.9%). Fewer, however, were able to correctly identify either the recommended level of intake (55.4%) or good sources of folic acid (57.6-65.2%). These results show that although student (future) pharmacists are aware of folic acid's ability to prevent birth defects, many lack the specific knowledge needed to effectively counsel women in future clinical practice.

  9. The MAVID heart holder: a demonstration device to anchor cadaver hearts for surgical simulation and practical education.

    Science.gov (United States)

    Mavroudis, Constantine; Idriss, Rachid; Klaus, Kristen E

    2015-12-01

    Performing open heart surgery involves learning challenging techniques and a need for realistic training models to achieve and maintain a high level of surgical skills. The MAVID heart holder is an organ holder primarily designed to hold the heart in its anatomic position for the purpose of surgical simulation and education, thereby closing the gap between surgical performance in the laboratory and in the operating room. The device is simple to use, can be adjusted to organ size, and has the necessary instrumentation to be used with any solid organ. The MAVID heart holder also provides a platform for presentation and assists in advancing the research sphere. The advantage over other existing models is that the MAVID heart holder uses real tissue and does not distort the organ at the attachment sites. Further, it offers superior stability as well as the ability to manipulate the organ during presentation and dissection. Training with the MAVID heart holder has the potential to shorten training time to acquire surgical skills and proficiency before performing these techniques in the operating room and in so doing enhance patient safety.

  10. Inclusive Physical Education? A Study of the Management of National Curriculum Physical Education and Unplanned Outcomes in England

    Science.gov (United States)

    Haycock, David; Smith, Andy

    2010-01-01

    One key aspect of the growing policy emphasis on educational inclusion in England has been the tendency for physical education (PE) to be used as an important vehicle of social policy targeted at promoting the inclusion of young disabled people and those with special educational needs in mainstream schools. Drawing on aspects of figurational…

  11. Implications of Educational Attainment Trends for Labor Market Outcomes. ACT Research Report Series, 2012 (7)

    Science.gov (United States)

    Buddin, Richard

    2012-01-01

    Well-educated workers have higher wages, higher wage growth, and lower unemployment rates than workers with lower levels of educational attainment. While earnings have traditionally grown with educational attainment, the gaps have become more pronounced in recent years. While returns to education have increased, this research shows that…

  12. Ways of Knowing, Outcomes and "Comparative Education": Be Careful What You Pray For

    Science.gov (United States)

    Cowen, Robert

    2014-01-01

    Comparative education as a field of study in universities (and "comparative education" as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of "transfer": that is, the movement of educational ideas, principles and practices, and institutions and…

  13. Tested Demonstrations.

    Science.gov (United States)

    Gilbert, George L., Ed.

    1987-01-01

    Describes two demonstrations to illustrate characteristics of substances. Outlines a method to detect the changes in pH levels during the electrolysis of water. Uses water pistols, one filled with methane gas and the other filled with water, to illustrate the differences in these two substances. (TW)

  14. ICT Demonstration

    DEFF Research Database (Denmark)

    Jensen, Tine Wirenfeldt; Bay, Gina

    In this demonstration we present and discuss two interrelated on-line learning resources aimed at supporting international students at Danish universities in building study skills (the Study Metro) and avoiding plagiarism (Stopplagiarism). We emphasize the necessity of designing online learning r...

  15. The core competencies and MFT education: practical aspects of transitioning to a learning-centered, outcome-based pedagogy.

    Science.gov (United States)

    Gehart, Diane

    2011-07-01

    The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other health professions, definitions of learning-centered and outcome-based pedagogy, and a detailed description of a systematic approach for developing a competency-based curriculum, including a list of educator competencies necessary for successful implementation.

  16. Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes.

    Science.gov (United States)

    Tuominen-Soini, Heta; Salmela-Aro, Katariina

    2014-03-01

    Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress.

  17. ICT Demonstration

    DEFF Research Database (Denmark)

    Jensen, Tine Wirenfeldt; Bay, Gina

    the consequences students can expect if they do plagiarize. The second section presents the basic tools for ensuring academic integrity by introducing the basic concepts necessary to avoid plagiarism: quotations, in-text citations and summarizing. A quiz allows students to test their knowledge about plagiarism......., and the designer of the Study Metro shares an educational developer’s perspective on the concept of plagiarism in a podcast in ‘Stop Plagiarism’. Both learning resources reflect a holistic understanding of the academic learning process which views finding information, handling sources, choosing a topic......, formulating a research problem as well as writing techniques as deeply integrated elements of the academic work process. The importance of creating an engaging and supportive learning environment: When teaching subjects such as plagiarism and study skills, the student can easily be constructed as a cheater...

  18. Low socioeconomic status (measured by education) and outcomes in systemic sclerosis: data from the Canadian Scleroderma Research Group.

    Science.gov (United States)

    Mansour, Samah; Bonner, Ashley; Muangchan, Chayawee; Hudson, Marie; Baron, Murray; Pope, Janet E

    2013-04-01

    In systemic lupus erythematosus, socioeconomic status (SES) affects outcomes. SES can modify outcomes by altering timing of access to care and adherence. It is unknown whether SES affects systemic sclerosis (SSc) outcomes. Disease can affect income and cause work disability, thus education (completed long before SSc onset) may be a proxy for SES. The Canadian Scleroderma Research Group collects annual data on patients with SSc. Baseline data were used from a prevalent cohort. Education was stratified by whether participants completed high school. Regression models assessed effects of education on organ complications and survival. In our study, 1145 patients with SSc had 11.0 ± 9.5 years' disease duration; 86% were women, with a mean age of 55.4 ± 12.1 years. About one-quarter did not complete high school; this was more common in older patients (p Disability Index (p = 0.017), elevated erythrocyte sedimentation rate (p = 0.019), median C-reactive protein (p = 0.002), proteinuria (p = 0.016), steroid use ever (p = 0.039), and those more likely to have died in followup (12.7% vs 8.0%; p = 0.024). However, adjusting for confounders, there was no effect of education on mortality; whereas mortality was related to age, diffuse cutaneous SSc (dcSSc) subset, elevated pulmonary arterial (PA) pressure on echocardiography, low forced vital capacity expressed as percentage of predicted, and proteinuria (similar in the dcSSc subset and in limited cutaneous SSc), mortality was increased in older patients, those with elevated PA pressure, and those with low DLCO. Completing less education than high school was not associated with a worse prognosis in SSc after adjustment for confounding characteristics.

  19. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

    Directory of Open Access Journals (Sweden)

    Cesar Orsini

    2016-05-01

    Full Text Available Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students’ motivation to engage in academic activities based on the self-determination theory’s perspective. Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases, hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate have been reported to have a positive influence on students’ motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students’ motivation. In turn, students’ self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students’ characteristics. Doing so may support future health practitioners’ self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

  20. Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States

    Science.gov (United States)

    Hodara, Michelle; Xu, Di

    2016-01-01

    Many community college students start college in developmental education and leave before enrolling in college-level coursework or making much progress toward a degree; thus, developmental education courses represent the primary education these students receive. Using student-unit record data from two large community college systems linked to wage…

  1. Expansion of Chinese Higher Education since 1998: Its Causes and Outcomes

    Science.gov (United States)

    Wan, Yinmei

    2006-01-01

    This paper examines an important development in Chinese higher education in the late 1990s and early 2000s, namely, its radical expansion of enrollment starting from 1998. After a brief review of the related literature on educational expansion, the paper analyzes the higher education expansion in China in detail. The paper argues that a variety of…

  2. Sport Involvement and Educational Outcomes of High School Students: A Longitudinal Study

    Science.gov (United States)

    Hwang, Seunghyun; Feltz, Deborah L.; Kietzmann, Laura A.; Diemer, Matthew A.

    2016-01-01

    This study examined the relations among sport involvement and social and personal influences on high school students' educational expectations and attainment, using National Education Longitudinal Survey-88. Athletic engagement, educational expectations of significant others, peer support for academics, parental involvement in academics, and…

  3. Satisfaction of Outcome Achievement with Web-Enhanced Teaching Strategies in Nursing Education

    Science.gov (United States)

    Thornock, Susan B.

    2013-01-01

    The future of distance and Web-enhanced education and the use of technology are becoming more advantageous to a growing population. Nursing education has been encouraged to incorporate these teaching-learning methods. Changes in nursing education and the teaching-learning environment have the potential to challenge the preservation of nursing…

  4. The Influence and Outcomes of a STEM Education Research Faculty Community of Practice

    Science.gov (United States)

    Nadelson, Louis S.

    2016-01-01

    To address the need to increase STEM faculty member expertise in STEM education research I developed a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The STEM Education Research Scholars Group (SERSG) met every other week during the academic year to study and engage in education…

  5. Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

    Science.gov (United States)

    Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

    2011-01-01

    Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

  6. Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

    Directory of Open Access Journals (Sweden)

    Neda Mehrdad

    2011-05-01

    Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

  7. Standardized Testing for Outcome Assessment: Analysis of the Educational Testing Systems MBA Tests

    Science.gov (United States)

    Wright, Robert E.

    2010-01-01

    The use of standardized tests for outcome assessment has grown dramatically in recent years. Two driving factors have been the No Child Left Behind legislation, and the increase in outcome assessment measures by accrediting agencies such as AACSB, the international accrediting body for business schools. Despite the growth in usage, little effort…

  8. The Association between Rural-Urban Continuum, Maternal Education and Adverse Birth Outcomes in Quebec, Canada

    Science.gov (United States)

    Auger, Nathalie; Authier, Marie-Andree; Martinez, Jerome; Daniel, Mark

    2009-01-01

    Context: Rural relative to urban area and low socioeconomic status (SES) are associated with adverse birth outcomes. Whether a graded association of increasing magnitude is present across the urban-rural continuum, accounting for SES, is unclear. We examined the association between rural-urban continuum, SES and adverse birth outcomes. Methods:…

  9. Intergroup Dialogue in Undergraduate Multicultural Psychology Education: Group Climate Development and Outcomes

    Science.gov (United States)

    Muller, Joel T.; Miles, Joseph R.

    2017-01-01

    We examined group climate and outcomes in 19 intergroup dialogues (IGD) focused on gender, race and ethnicity, religion and spirituality, sexual orientation, or social class at a large, public university. Group members completed pre- and postdialogue outcome measures of colorblind racial attitudes, ethnocultural empathy, and attitudes toward…

  10. Employment and Educational Equivalence Outcomes as Measures of Employment and Career Counselling

    Science.gov (United States)

    Conger, Stuart; Hiebert, Bryan

    2007-01-01

    In Canada, government departments and other funders of services tend to view change in employment status as the primary indicator of success in career and employment counselling. If a client becomes employed, the counselling is viewed as successful, while all other outcomes are viewed as failures. We advance the idea that many other outcomes, such…

  11. Outcome Studies of Social, Behavioral, and Educational Interventions: Emerging Issues and Challenges

    Science.gov (United States)

    Fraser, Mark W.; Guo, Shenyang; Ellis, Alan R.; Thompson, Aaron M.; Wike, Traci L.; Li, Jilan

    2011-01-01

    This article describes the core features of outcome research and then explores issues confronting researchers who engage in outcome studies. Using an intervention research perspective, descriptive and explanatory methods are distinguished. Emphasis is placed on the counterfactual causal perspective, designing programs that fit culture and context,…

  12. Communication and proximity effects on outcomes attributable to sense of presence in distance bioinformatics education

    Directory of Open Access Journals (Sweden)

    Maisiak Richard

    2011-03-01

    Full Text Available Abstract Background Online learning is increasingly popular in medical education and sense of presence has been posited as a factor contributing to its success. Communication media influences on sense of presence and learning outcomes were explored in this study. Test performance and ratings of instruction and technology, factors influenced by sense of presence, are compared under four conditions involving different media and degrees of student physical presence: 1 videoconference co-located, 2 webcast co-located, 3 videoconference dispersed, and 4 webcast dispersed. Methods Eighty one first to forth year medical students heard a lecture on telemedicine and were asked to collaboratively search a telemedicine website under conditions where the lecture was delivered by videoconference or one way streaming (webcast and where students were either co-located or dispersed. In the videoconference conditions, co-located students could use the technology to interact with the instructor and could interact with each other face to face, while the dispersed students could use the technology to interact with both the instructor and each other. In the webcast conditions, all students could use chat to communicate with the instructor or each other, although the co-located students also could interact orally. After hearing the lecture, students collaboratively searched a telemedicine website, took a test on lecture-website content and rated the instruction and the technology they used. Test scores on lecture and website content and ratings of instruction and technology for the four conditions were compared with analysis of variance and chi-square tests. Results There were no significant differences in overall measures, although there were on selected ratings of instruction. Students in both webcast conditions indicated they were encouraged more to follow up on their own and felt instruction was more interactive than co-located videoconferencing students

  13. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

    Science.gov (United States)

    Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

    2015-12-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pasthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma.

  14. GASIS demonstration

    Energy Technology Data Exchange (ETDEWEB)

    Vidas, E.H. [Energy and Environmental Analysis, Inc., Arlington, VA (United States)

    1995-04-01

    A prototype of the GASIS database and retrieval software has been developed and is the subject of this poster session and computer demonstration. The prototype consists of test or preliminary versions of the GASIS Reservoir Data System and Source Directory datasets and the software for query and retrieval. The prototype reservoir database covers the Rocky Mountain region and contains the full GASIS data matrix (all GASIS data elements) that will eventually be included on the CD-ROM. It is populated for development purposes primarily by the information included in the Rocky Mountain Gas Atlas. The software has been developed specifically for GASIS using Foxpro for Windows. The application is an executable file that does not require Foxpro to run. The reservoir database software includes query and retrieval, screen display, report generation, and data export functions. Basic queries by state, basin, or field name will be assisted by scrolling selection lists. A detailed query screen will allow record selection on the basis of any data field, such as depth, cumulative production, or geological age. Logical operators can be applied to any-numeric data element or combination of elements. Screen display includes a {open_quotes}browse{close_quotes} display with one record per row and a detailed single record display. Datasets can be exported in standard formats for manipulation with other software packages. The Source Directory software will allow record retrieval by database type or subject area.

  15. Effectiveness of professionally-guided physical education on fitness outcomes of primary school children.

    Science.gov (United States)

    Lucertini, Francesco; Spazzafumo, Liana; De Lillo, Francesca; Centonze, Debora; Valentini, Manuela; Federici, Ario

    2013-01-01

    Physical education (PE) at school is an important starting point for long-term interventions improving quality of life in elderly. To evaluate the effectiveness of professionally led PE on motor and health-related abilities of Italian primary schoolchildren (3rd-5th graders), three schools were assigned to the experimental groups "A" (38 pupils, 17 M, 21 F) and "B" (37 pupils, 16 M, 21 F), and to control group "C" (26 pupils, 18 M, 8 F). All groups underwent a six-month, twice-a-week (60 min each session) PE intervention. The PE program of the EGs was age-tailored, included strength training and was administered by specialised teachers. Group A and B programs differed in the strength training devices used, while they were identical in terms of training load. The control group program was not structured and administered by generalist teachers. At baseline and follow-up, children underwent a motor and health-related abilities test battery. At follow-up, children in group C gained significantly more weight than children in the EGs and scored significantly less than the children in the EGs in the following assessments: counter movement jump (C:+0.15% vs. A:+4.1% and B:+6.99%), plate tapping (C:+13.56% vs. A:+19.37% and B:+36.12%), sit-and-reach (C:-311.15% vs. B:+409.57%), pinch strength (C:+2.39% vs. B:+10.83, on average) and sit-up (C:+29.69% vs. A:+72.61%). In conclusion, specialist-led pupils demonstrated greater increases in some motor and health-related abilities tests compared to generalist-led peers, while different strength training devices produced comparable increases of strength in both EGs.

  16. Health Mentor-Reported Outcomes and Perceptions of Student Team Performance in a Longitudinal Interprofessional Education Program.

    Science.gov (United States)

    Umland, Elena; Collins, Lauren; Baronner, Ashley; Lim, Edwin; Giordano, Carolyn

    2016-01-01

    The need to evaluate the impact of interprofessional education (IPE) on learner outcomes is clear, but assessment of IPE's impact on patient health and well-being is lacking. This mixed-methods study evaluated perspectives of community volunteers, health mentors (HMs) who have at least one chronic condition, who participated in an IPE curriculum. In May 2014, 93 HMs concluding the Health Mentors Program completed a survey evaluating their student teams according to the Interprofessional Education Collaborative core competencies' four domains and program impact on health/wellbeing using a 4-point Likert scale (1=strongly disagree; 4=strongly agree). The average response to statements regarding the four domains of values/ethics, roles/responsibilities, communication, and teamwork statements were all >3.0. HMs rated program satisfaction on a 10-point scale (1=least satisfied, 10=most satisfied) and answered open-ended outcome questions. The average program satisfaction score was 9.13±1.43; increased motivation to make and maintain healthy behaviors was reported. In a follow-up focus group with 10 mentors, high satisfaction levels from working with interprofessional student teams were reported, and substantial improvements in managing health conditions and improving overall health status were relayed. Further studies will determine if the patient-reported outcomes of the mentors correlate with objective health measures.

  17. Outcomes-based guidelines for the curriculation of Technikon level public relations education in South Africa.

    OpenAIRE

    2008-01-01

    The International Public Relations Association (IPRA) in their Gold Paper No.7 (1990:6) recognises two schools of thought about education and training for public relations : one that it is preparation for a technician level post and the other that it is preparation for management. These two approaches broadly represent that of public relations education in the USA and that in Europe, respectively. These two different approaches differ markedly. South African tertiary education utilises both o...

  18. [Development and outcome of motivational support during inpatient education of insulin-dependent diabetic patients--a pilot project].

    Science.gov (United States)

    Haisch, J; Lang-Hatzfeld, A; Brückel, J; Böhm, B O

    1996-01-01

    At the Ulm University Hospital 43 type-1-diabetes patients took part in a structured in-patient diabetes education program during a 12-day hospitalization period. 27 of the patients received an additional motivational support program which addressed psychological and social impediments related to the topics of the structured diabetes education program. 16 patients underwent the structured diabetes education program only. Motivational support aimed at reducing the specifically addressed sociopsychological barriers. Thus, the effects of the structured diabetes education program should be stabilized and an optimal outcome insured. All patients were asked to complete a questionnaire before, right after and 3 months after the program. Glycosylated hemoglobin (HbAlc) was evaluated before and 3 months after the program. Patients who underwent the motivational support program still felt 3 months after completion of the program that metabolic control was important, whereas patients without motivational support did not. Metabolic control--as indicated by measurement of glycosylated hemoglobin--could be maintained in the patient group with motivational support. Although their blood glucose levels had been in the normal range to start with. These encouraging results suggest implementation of a motivational support program into standard diabetes education programs for type-I-diabetes patients.

  19. Using Data to Improve Student Outcomes: Learning from Leading Colleges. Education Trust Higher Education Practice Guide #2

    Science.gov (United States)

    Education Trust, 2016

    2016-01-01

    All across the country, leaders in colleges and universities are asking the same question: What can we do to improve student success, especially for the low-income students and students of color whose graduation rates often lag behind? This second practice guide: "Using Data to Improve Student Outcomes: Learning from Leading Colleges"…

  20. Does adolescent motherhood affect education and labor market outcomes of mothers? A study on young adult women in Chile during 1990-2013.

    Science.gov (United States)

    Berthelon, Matias; Kruger, Diana I

    2017-03-01

    We analyze the impact of adolescent motherhood on several education and labor market outcomes in Chile over the 1990-2013 period. We explore whether effects are different across income levels, timing of adolescent births, and three sub-periods. Using the CASEN national household survey, we applied propensity score-matching methods on two samples of women aged 24: one for women in the 2009-2013 period and another sample of 24-year-old women living with their mother between 1990-2013. In both samples, adolescent motherhood has negative effects on educational outcomes (high school completion, enrollment in technical institutes and universities, and years of education) and on labor outcomes of non-poor women. Childbearing in early adolescence is associated with worse outcomes, and the adverse effects of adolescent motherhood on education and labor outcomes have diminished over the period. Similar to results in developed countries, adolescent motherhood has negative consequences on women's education and labor outcomes, particularly on women that become mothers early in adolescence. Public policies aimed at reducing teen motherhood will have important effects on young women's education and employment.

  1. An Exploratory Investigation of the Assessment Practices of Selected Association to Advance Collegiate Schools of Business--Accredited Business Programs and Linkages with General Education Outcomes

    Science.gov (United States)

    Vitullo, Elizabeth; Jones, Elizabeth A.

    2010-01-01

    This research study investigated the assessment practices of five different undergraduate business programs. It examines the learning outcomes required for the business programs and their linkages with general education outcomes. Specific assessment methods, the results from assessments, and how business program faculty use assessment findings to…

  2. R&D Outcomes: An Examination of Product Distribution, Use and Impact in Vocational Education.

    Science.gov (United States)

    Hull, William L.

    A study examined the distribution, use, and impact of vocational education research and development (R&D) products developed with Federal monies during fiscal years 1981 and 1982. Distribution data for the study were obtained from responses to questionnaires from 22 of the 32 states with products accepted by the Educational Resources…

  3. Outcomes of a Structured Education Intervention for Latinas Concerning Breast Cancer and Mammography

    Science.gov (United States)

    Laughman, Anna Bawtinhimer; Boselli, Danielle; Love, Magbis; Steuerwald, Nury; Symanowski, James; Blackley, Kris; Wheeler, Mellisa; Arevalo, Gustavo; Carrizosa, Daniel; Raghavan, Derek

    2017-01-01

    Objective: This study examined the utility of living room and church-based small group educational sessions on breast cancer and mammography, for under-served Latinas in North Carolina, USA. Design: Non-randomised, single arm design. Setting: A total of 329 self-selected Latinas participated in 31 small group educational classes in church and home…

  4. Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools

    Science.gov (United States)

    Hudson, Peter; English, Lyn; Dawes, Les; King, Donna; Baker, Steve

    2015-01-01

    Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students' involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and…

  5. The effect of antenatal education in small classes on obstetric and psycho-social outcomes

    DEFF Research Database (Denmark)

    Brixval, Carina Sjöberg; Axelsen, Solveig Forberg; Andersen, Stig Krøger

    2014-01-01

    number of participants, may differ from the effect of other forms of antenatal education. The latest Cochrane review, assessed as up-to-date in 2007, concluded that the effect of antenatal education for childbirth or parenthood or both remains largely unknown. This systematic review and meta...

  6. Teacher-Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

    Science.gov (United States)

    Barile, John P.; Donohue, Dana K.; Anthony, Elizabeth R.; Baker, Andrew M.; Weaver, Scott R.; Henrich, Christopher C.

    2012-01-01

    In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the…

  7. Examining Outcomes-Based Educational Evaluation through a Critical Theory Lens

    Science.gov (United States)

    Segerholm, Christina

    2010-01-01

    Contemporary educational evaluation policy and practice can be challenged by applying critical theory and hermeneutics perspectives in evaluation and by asking whose interests are being served through evaluation. Using educational evaluation in Sweden as the context, the author argues for an explanation-oriented evaluation approach that assumes…

  8. Science in the Maori-Medium Curriculum: Assessment of Policy Outcomes in Putaiao Education

    Science.gov (United States)

    Stewart, Georgina

    2011-01-01

    This second research paper on science education in Maori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Maori. In…

  9. Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia

    Science.gov (United States)

    Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent

    2010-01-01

    Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies…

  10. The Significance of the Interculturally Competent School Psychologist for Achieving Equitable Education Outcomes for Migrant Students

    Science.gov (United States)

    Lanfranchi, Andrea

    2014-01-01

    This article examines procedures and processes that result in the over-referral of migrant students to separate special education programmes and, as a consequence, their exclusion from general education. The particular focus is on the role of the school psychologist in this process. The empirical study is a comparison of Swiss teachers' and school…

  11. Blended Learning in Higher Education: Students' Perceptions and Their Relation to Outcomes

    Science.gov (United States)

    Lopez-Perez, M. Victoria; Perez-Lopez, M. Carmen; Rodriguez-Ariza, Lazaro

    2011-01-01

    New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended…

  12. Implementation and Outcomes of a Responsibility-Based Continuing Professional Development Protocol in Physical Education

    Science.gov (United States)

    Hemphill, Michael A.; Templin, Thomas J.; Wright, Paul M.

    2015-01-01

    Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a…

  13. Examining Outcomes-Based Educational Evaluation through a Critical Theory Lens

    Science.gov (United States)

    Segerholm, Christina

    2010-01-01

    Contemporary educational evaluation policy and practice can be challenged by applying critical theory and hermeneutics perspectives in evaluation and by asking whose interests are being served through evaluation. Using educational evaluation in Sweden as the context, the author argues for an explanation-oriented evaluation approach that assumes…

  14. Teacher-Parent Partnership: An Authentic Teacher Education Model to Improve Student Outcomes

    Science.gov (United States)

    Murray, Mary M.; Mereoiu, Mariana

    2016-01-01

    This manuscript describes a statewide initiative to implement a training model for educators and parents of children with disabilities in more than 90 public school districts and 20 higher education institutions. The proposed model was designed to facilitate positive changes among families, teachers and administrators by increasing their…

  15. Teacher-Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

    Science.gov (United States)

    Barile, John P.; Donohue, Dana K.; Anthony, Elizabeth R.; Baker, Andrew M.; Weaver, Scott R.; Henrich, Christopher C.

    2012-01-01

    In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the…

  16. Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes

    Science.gov (United States)

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards…

  17. A Study of Four Federal Graduate Fellowship Programs: Education and Employment Outcomes

    Science.gov (United States)

    Kraus, Lewis E.; Henke, Robin R.; Nevill, Stephanie; Linnard, David; Pflueger, Jeff; Mattox, Tiffany

    2008-01-01

    The Office of Postsecondary Education (OPE) in the U.S. Department of Education (ED) sponsors four graduate fellowship programs: the Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) fellowship program, the Foreign Language and Area Studies (FLAS) fellowship program, the Graduate Assistance in Areas of National Need (GAANN) fellowship …

  18. Evaluation of Learning Outcomes Using an Educational iPhone Game vs. Traditional Game

    Science.gov (United States)

    Furio, David; Gonzalez-Gancedo, Santiago; Juan, M.-Carmen; Segui, Ignacio; Rando, Noemi

    2013-01-01

    In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established…

  19. Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes

    Science.gov (United States)

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards…

  20. DREAMer-Ally Competency and Self-Efficacy: Developing Higher Education Staff and Measuring Lasting Outcomes

    Science.gov (United States)

    Cisneros, Jesus; Cadenas, German

    2017-01-01

    DREAMzone is an educational intervention designed to increase higher education professionals' competency and self-efficacy for working with undocumented students. Grounded in social learning theory, we developed the DREAMer-ally instrument to investigate the effects of DREAMzone on DREAMer-ally competency and self-efficacy. Findings support the…

  1. Heterogenous Effects of Sports Participation on Education and Labor Market Outcomes

    Science.gov (United States)

    Gorry, Devon

    2016-01-01

    This paper analyzes the distribution of education and labor market benefits from sports participation. Results show that effects are similar across gender, but differ on other dimensions. In particular, participants in team sports show greater gains than those in individual sports. Quantile regressions show that educational gains are larger for…

  2. Implementation and Outcomes of a Responsibility-Based Continuing Professional Development Protocol in Physical Education

    Science.gov (United States)

    Hemphill, Michael A.; Templin, Thomas J.; Wright, Paul M.

    2015-01-01

    Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a…

  3. Educational attainment, occupational history, and stratification: determinants of later-life economic outcomes.

    Science.gov (United States)

    Crystal, S; Shea, D; Krishnaswami, S

    1992-09-01

    Determinants of economic well-being among men 25-44, 45-64, and 65+ were examined using data from the 1984 panel of the Survey of Income and Program Participation. A path analysis explored race, education, and occupational history effects on income adjusted for annuitized assets, household composition, and underreporting of unearned income. Direct and total education effects were undiminished among elderly persons, whose income derived mainly from benefits and assets, as compared with the nonelderly subjects whose income was dominated by earnings; education explained more of the variance in adjusted income for the elderly group than for the nonelderly. While Social Security income exerts an equalizing effect across educational attainment groups, private pensions and other important retirement income sources were highly education-dependent, producing a high overall degree of stratification on early-established socioeconomic characteristics.

  4. Development of a peer review system using patient records for outcome evaluation of medical education: reliability analysis.

    Science.gov (United States)

    Kameoka, Junichi; Okubo, Tomoya; Koguma, Emi; Takahashi, Fumie; Ishii, Seiichi; Kanatsuka, Hiroshi

    2014-01-01

    In addition to input evaluation (education delivered at school) and output evaluation (students' capability at graduation), the methods for outcome evaluation (performance after graduation) of medical education need to be established. One approach is a review of medical records, which, however, has been met with difficulties because of poor inter-rater reliability. Here, we attempted to develop a peer review system of medical records with high inter-rater reliability. We randomly selected 112 patients (and finally selected 110 after removing two ineligible patients) who visited (and were hospitalized in) one of the four general hospitals in the Tohoku region of Japan between 2008 and 2012. Four reviewers, who were well-trained general internists from outside the Tohoku region, visited the hospitals independently and evaluated outpatient medical records based on an evaluation sheet that consisted of 14 items (3-point scale) for record keeping and 15 items (5-point scale) for quality of care. The mean total score was 84.1 ± 7.7. Cronbach's alpha for these items was 0.798. Single measure and average measure intraclass correlations for the reviewers were 0.733 (95% confidence interval: 0.720-0.745) and 0.917 (95% confidence interval: 0.912-0.921), respectively. An exploratory factor analysis revealed six factors: history taking, physical examination, clinical reasoning, management and outcome, rhetoric, and patient relationship. In conclusion, we have developed a peer review system of medical records with high inter-rater reliability, which may enable us, with further validity analysis, to measure quality of patient care as an outcome evaluation of medical education in the future.

  5. The ripples of adolescent motherhood: social, educational, and medical outcomes for children of teen and prior teen mothers.

    Science.gov (United States)

    Jutte, Douglas P; Roos, Noralou P; Brownell, Marni D; Briggs, Gemma; MacWilliam, Leonard; Roos, Leslie L

    2010-01-01

    We examined medical, educational and social risks to children of teen mothers and children of nonadolescent mothers with a history of teen birth (prior teen mothers) and considered these risks at both the individual and societal level. A population-based, retrospective cohort study tracked outcomes through young adulthood for children born in Manitoba, Canada (n = 32 179). chi(2) and logistic regression analyses examined risk of childhood death or hospitalization, failure to graduate high school, intervention by child protective services, becoming a teen mother, and welfare receipt as a young adult. For children of both teen and prior teen mothers, adjusted likelihoods of death during infancy, school-aged years, and adolescence were more than 2-fold higher than for other children. Risks for hospitalization, high hospital use, academic failure, and poor social outcomes were also substantially higher. At a societal level, only 16.5% of cohort children were born to teen and prior teen mothers. However, these children accounted for 27% of first-year hospitalizations, 34% of deaths (birth to 17 years), 30% of failures to graduate high school, 51% in foster care, 44% on welfare as young adults, and 56% of next-generation young teen mothers. Children of prior teen mothers had increased risks for poor health and for educational and social outcomes nearly equal to those seen in children of teen mothers. Combined, these relatively few children experienced a large share of the negative outcomes occurring among young people. Our results suggest the need to expand the definition of risk associated with adolescent motherhood and target their children for enhanced medical and social services. Copyright 2010 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  6. Effectiveness of the ‘Home-but not Alone’ mobile health application educational programme on parental outcomes

    DEFF Research Database (Denmark)

    Shorey, Shefaly; Peng Mei, Yvonne; Danbjørg, Dorthe Boe

    2017-01-01

    -time parents and parents already with kids on the day of their discharge from a public hospital. Eligible parents will be randomly allocated to either a control group (receiving routine care) or an intervention group (routine care plus access to the 'Home-but not Alone' mobile health application. Outcome...... measures comprise of parenting self-efficacy, social support, parenting satisfaction and postnatal depression. Data will be collected at the baseline (on the day of discharge) and at four weeks postpartum. DISCUSSION: This will be an empirical study that evaluates a theory-based educational programme...

  7. Education and research aimed to public health outcomes: strategies to fight the lack of nourishment in Colombia

    Directory of Open Access Journals (Sweden)

    Edwar Javier Manrique Corredor

    2013-12-01

    Full Text Available The following article provides an overview of the nutritional status of children in Colombia, and the implications it has on the economic, social, cultural and political development; addresses two strategies that allow from the Primary Health Care more understanding of malnutrition and household food insecurity in Colombia: the health Education and health Outcomes Research, recently discussed and developed strategies in political and health of Colombia, which has also led to a misapplication of primary care, focusing their best efforts on hospital care and leaving aside the levels of prevention, health promotion and participation as stated in Alma Atta in 1978.

  8. The Importance of the Distance to a Non-Residential Parent - An analysis of Children's Health, Behavior, and Educational Outcomes

    DEFF Research Database (Denmark)

    Rasmussen, Astrid Würtz; Stratton, Leslie S.

    Abstract. A substantial and growing fraction of children across Europe and the US live in households with only one parent or in households with a step-parent. At the same time there has been a growing tendency to grant joint custody or otherwise ensure that children of divorced parents spend time...... who have experienced at least one parental separation or divorce. In order to track family structure over time we use a population sample of Danes and explore children‟s educational achievement, health outcomes, and criminal activity using detailed register data. Information on the travel distance...

  9. Health Education Specialist Practice Analysis 2015 (HESPA 2015): Process and Outcomes.

    Science.gov (United States)

    McKenzie, James F; Dennis, Dixie; Auld, M Elaine; Lysoby, Linda; Doyle, Eva; Muenzen, Patricia M; Caro, Carla M; Kusorgbor-Narh, Cynthia S

    2016-06-01

    The Health Education Specialist Practice Analysis 2015 (HESPA 2015) was conducted to update and validate the Areas of Responsibilities, Competencies, and Sub-competencies for Entry- and Advanced-Level Health Education Specialists. Two data collection instruments were developed-one was focused on Sub-competencies and the other on knowledge items related to the practice of health education. Instruments were administered to health education specialists (N = 3,152) using online survey methods. A total of 2,508 survey participants used 4-point ordinal scales to rank Sub-competencies by frequency of use and importance. The other 644 participants used the same 4-point frequency scale to rank related knowledge items. Composite scores for Sub-competencies were calculated and subgroup comparisons were conducted that resulted in the validation of 7 Areas of Responsibilities, 36 Competencies, and 258 Sub-competencies. Of the Sub-competencies, 141 were identified as Entry-level, 76 Advanced 1-level, and 41 Advanced 2-level. In addition, 131 knowledge items were verified. The HESPA 2015 findings are compared with the results of the Health Education Job Analysis 2010 and will be useful to those involved in professional preparation, continuing education, and employment of health education specialists.

  10. Avoiding the Perils and Fulfilling the Promises of Microfinance: A Closer Examination of the Educational Outcomes of Clients' Children in Nicaragua

    Science.gov (United States)

    Holland, Tracey; Wang, Lihua

    2011-01-01

    Many microfinance advocates claim that micro-credit has a positive effect on the educational outcomes of the children of micro-credit borrowers, and that these educational improvements provide us with evidence that micro-credit institutions are serving the social function for which they have been designed. This paper draws attention to this area…

  11. To What Extent is the Mayer and Salovey (1997) Model of Emotional Intelligence a Useful Predictor of Leadership Style and Perceived Leadership Outcomes in Australian Educational Institutions?

    Science.gov (United States)

    Grunes, Paul; Gudmundsson, Amanda; Irmer, Bernd

    2014-01-01

    Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found…

  12. A Multigroup Structural Equation Modeling Approach To Test for Differences in the Educational Outcomes Process for African American Students from Different Socioeconomic Backgrounds.

    Science.gov (United States)

    Grosset, Jane M.

    This research tested a structural equation model of educational outcomes for three socioeconomic status (SES) groups of African-American students enrolled in a community college (total sample of 315). The structural model, which was based on a variant of Tinto's (1987) model, contained two exogenous constructs, educational intentions and…

  13. Avoiding the Perils and Fulfilling the Promises of Microfinance: A Closer Examination of the Educational Outcomes of Clients' Children in Nicaragua

    Science.gov (United States)

    Holland, Tracey; Wang, Lihua

    2011-01-01

    Many microfinance advocates claim that micro-credit has a positive effect on the educational outcomes of the children of micro-credit borrowers, and that these educational improvements provide us with evidence that micro-credit institutions are serving the social function for which they have been designed. This paper draws attention to this area…

  14. Measuring Outcomes of Nursing Practice, Education, and Administration. Proceedings of the Annual SCCEN Research Conference (1st, Austin, Texas, December 4-5, 1981).

    Science.gov (United States)

    Field, William E., Jr., Ed.

    Thirty-five papers on the measurement of outcomes of nursing practice, education, and administration are presented from the 1981 research conference of the Southern Council on Collegiate Education for Nursing. Papers and authors include the following: "Why Nursing Research?" (Hildegard E. Peplau); "Job Satisfaction in Nurse Faculty: Test of a…

  15. The Quest for Continuous Improvement: A Qualitative Study on Diffusion of Outcomes Assessment among Career and Technical Education Faculty Members at Rocky Mountain States Community Colleges

    Science.gov (United States)

    McFarlane, Michele

    2012-01-01

    The following qualitative multicase study presents an examination of outcomes assessment adoption as it relates to Career and Technical Education faculty at community colleges and outlines recommendations for postsecondary education administration as they introduce innovations to faculty members. The purpose of this investigation was to explore…

  16. Parental health shocks, child labor and educational outcomes: Evidence from Tanzania.

    Science.gov (United States)

    Alam, Shamma Adeeb

    2015-12-01

    This paper examines the impact of parental illness on children's education. We find that only father's illness decreases children's school attendance. Father's illness also has long-term impacts on child education, as it decreases children's likelihood of completing primary school and leads to fewer years of schooling. However, we find no evidence that father's illness affects schooling through increased child labor. Instead, father's illness decreases household's income and reduces school attendance possibly because of the reduced ability of the family to afford education. In contrast, mother's illness and illness of other household members have no effect on children's schooling.

  17. Two Paths to Inequality in Educational Outcomes: Family Background and Educational Selection in the United States and Norway

    Science.gov (United States)

    Reisel, Liza

    2011-01-01

    The United States and Norway represent two distinctively different attempts to equalize educational opportunity. Whereas the United States has focused on expansion and the proliferation of lower-tier open-access institutions, Norway has emphasized institutional streamlining and the equalization of living conditions. At the same time, the two…

  18. Learner feedback and educational outcomes with an internet-based ambulatory curriculum: a qualitative and quantitative analysis

    Directory of Open Access Journals (Sweden)

    Sisson Stephen D

    2012-07-01

    Full Text Available Abstract Background Online medical education curricula offer new tools to teach and evaluate learners. The effect on educational outcomes of using learner feedback to guide curricular revision for online learning is unknown. Methods In this study, qualitative analysis of learner feedback gathered from an online curriculum was used to identify themes of learner feedback, and changes to the online curriculum in response to this feedback were tracked. Learner satisfaction and knowledge gains were then compared from before and after implementation of learner feedback. Results 37,755 learners from 122 internal medicine residency training programs were studied, including 9437 postgraduate year (PGY1 residents (24.4 % of learners, 9864 PGY2 residents (25.5 %, 9653 PGY3 residents (25.0 %, and 6605 attending physicians (17.0 %. Qualitative analysis of learner feedback on how to improve the curriculum showed that learners commented most on the overall quality of the educational content, followed by specific comments on the content. When learner feedback was incorporated into curricular revision, learner satisfaction with the instructive value of the curriculum (1 = not instructive; 5 = highly instructive increased from 3.8 to 4.1 (p  Conclusions Learners give more feedback on the factual content of a curriculum than on other areas such as interactivity or website design. Incorporating learner feedback into curricular revision was associated with improved educational outcomes. Online curricula should be designed to include a mechanism for learner feedback and that feedback should be used for future curricular revision.

  19. Outcome of an education and home-based exercise programme for patients with ankylosing spondylitis: a nationwide randomized study.

    Science.gov (United States)

    Rodríguez-Lozano, Carlos; Juanola, Xavier; Cruz-Martínez, Juan; Peña-Arrébola, Andrés; Mulero, Juan; Gratacós, Jordi; Collantes, Eduardo

    2013-01-01

    This study aims to assess the impact of a structured education and home exercise programme in daily practice patients with ankylosing spondylitis. A total of 756 patients with ankylosing spondylitis (72% males, mean age 45 years) participated in a 6-month prospective multicentre controlled study, 381 of whom were randomised to an education intervention (a 2-hour informative session about the disease and the implementation of a non-supervised physical activity programme at home) and 375 to standard care (controls). Main outcome measures included Bath Ankylosing Spondylitis Disease Activity and Functional Index (BASDAI, BASFI). Secondary outcome measures were 0-10 cm visual analog scale (VAS) for total pain, nocturnal pain and global disease activity and quality of life (ASQoL), knowledge of disease (self-evaluation ordinal scale) and daily exercise (diary card). At 6 months, the adjusted mean difference between control and educational groups for BASDAI was 0.32, 95% confidence interval (CI) 0.10-0.54, p=0.005, and for BASFI 0.31, 95%CI 0.12-0.51, p=0.002. Significant differences were found also in VAS for total pain, patient´s global assessment and in ASQoL. Patients in the education group increased their knowledge about the disease and its treatments significantly (pexercise than controls (pexercise programme for patients with ankylosing spondylitis in daily practice was feasible and helped to increase knowledge and exercise. Although statistically significant, the magnitudes of the clinical benefits in terms of disease activity and physical function were poor.

  20. Traditional and non-traditional educational outcomes : Trade-off or complementarity?

    NARCIS (Netherlands)

    van der Wal, Marieke; Waslander, Sietske

    2007-01-01

    Recently, schools have increasingly been charged with enhancing non-traditional academic competencies, in addition to traditional academic competencies. This article raises the question whether schools can implement these new educational goals in their curricula and simultaneously realise the tradit

  1. Developments in Veterinary Medical Education : Intentions, perceptions, learning processes and outcomes

    OpenAIRE

    Jaarsma, A. D. C.

    2008-01-01

    The past decennia, veterinary medical education worldwide has gone through some rapid and major developments. Motivation for these developments were, among others, the explosion of (bio) medical knowledge, the related problem of curriculum overload and the mismatch between university and the veterinary profession to which alumni missed competencies essential for future (economic) career success. The developments in veterinary medical education can be characterised by a transition from mostly ...

  2. Interventions using digital tools to improve students’ engagement and learning outcomes in higher business education

    OpenAIRE

    Bertheussen, Bernt Arne

    2016-01-01

    The papers of this thesis are not available in Munin. Paper 1: Bertheussen, B. A.: "Cultivating spreadsheet usage in a finance course through learning and assessment innovations". Available in International Journal of Innovation in Education 2015, 3(1). Paper 2: Bertheussen, B. A., Myrland, Ø.: "Relation between academic performance and students’ engagement in digital learning activities". Available in Journal of Education for Business 2016, 91(3), 1–7. Paper 3: Bert...

  3. Demonstrating marketing accountability.

    Science.gov (United States)

    Gombeski, William R; Britt, Jason; Taylor, Jan; Riggs, Karen; Wray, Tanya; Adkins, Wanda; Springate, Suzanne

    2008-01-01

    Pressure on health care marketers to demonstrate effectiveness of their strategies and show their contribution to organizational goals is growing. A seven-tiered model based on the concepts of structure (having the right people, systems), process (doing the right things in the right way), and outcomes (results) is discussed. Examples of measures for each tier are provided and the benefits of using the model as a tool for measuring, organizing, tracking, and communicating appropriate information are provided. The model also provides a framework for helping management understand marketing's value and can serve as a vehicle for demonstrating marketing accountability.

  4. The Stanford Medical Youth Science Program: Educational and Science-Related Outcomes

    Science.gov (United States)

    Crump, Casey; Ned, Judith; Winkleby, Marilyn A.

    2015-01-01

    Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer…

  5. An Implementation and Outcome Evaluation of a Multicomponent Sexuality Education Programme for High School Students

    Science.gov (United States)

    Berglas, Nancy F.; Jerman, Petra; Rohrbach, Louise A.; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Constantine, Norman A.

    2016-01-01

    Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person's environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a…

  6. PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

    Science.gov (United States)

    Liu, Yan; Bui, Elisabeth N.; Chang, Chew-Hung; Lossman, Hans G.

    2010-01-01

    This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The…

  7. Intensity and Attachment: How the Chaotic Enrollment Patterns of Community College Students Relate to Educational Outcomes

    Science.gov (United States)

    Crosta, Peter M.

    2014-01-01

    This study examines the relationship between community college enrollment patterns and student outcomes--credential completion and transfer to a 4-year institution--introducing a new way of visualizing the various attendance patterns of community college students. Patterns of enrollment intensity (full- or part-time status) and continuity…

  8. Student Success Courses in the Community College: Early Enrollment and Educational Outcomes

    Science.gov (United States)

    Cho, Sung-Woo; Karp, Melinda Mechur

    2013-01-01

    Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment, as well as student and institutional characteristics, has positive associations with shorter-term student outcomes, including earning any college credits within the first year and…

  9. Student Success Courses and Educational Outcomes at Virginia Community Colleges. CCRC Working Paper No. 40

    Science.gov (United States)

    Cho, Sung-Woo; Karp, Melinda Mechur

    2012-01-01

    Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment has positive associations with shorter term student outcomes, including earning any college credits within the first year and persisting into the second year. The present study finds…

  10. Academic Outcome Trajectories of Students with ADHD: Does Exceptional Education Status Matter?

    Science.gov (United States)

    Bussing, Regina; Porter, Phillip; Zima, Bonnie T.; Mason, Dana; Garvan, Cynthia; Reid, Robert

    2012-01-01

    Attention-deficit/hyperactivity disorder (ADHD) has been associated with poor academic performance, but little is known about learning trajectories and risk factors for poor academic outcomes. This study investigates the relationship between ADHD and academic performance in students with ADHD (n = 87), students with subclinical ADHD (n = 23), and…

  11. The Stanford Medical Youth Science Program: Educational and Science-Related Outcomes

    Science.gov (United States)

    Crump, Casey; Ned, Judith; Winkleby, Marilyn A.

    2015-01-01

    Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer…

  12. Physical Education in Primary Schools: Classroom Teachers' Perceptions of Benefits and Outcomes

    Science.gov (United States)

    Morgan, Philip J.; Hansen, Vibeke

    2008-01-01

    Objective: The aim of the current study was to examine the perceptions of classroom teachers regarding the benefits and outcomes of their PE programs. Design: Cross-sectional. Setting: Thirty eight randomly selected primary schools in New South Wales (NSW), Australia. Method: A mixed-mode methodology was utilized, incorporating semi-structured…

  13. Outcomes of Global Education: External and Internal Change Associated with Study Abroad

    Science.gov (United States)

    Miller-Perrin, Cindy; Thompson, Don

    2014-01-01

    This chapter provides an overview of external and internal changes associated with collegiate study abroad experiences. A brief review of the research literature is included along with recent research that sheds light on potential mechanisms associated with study abroad-related change. Recommendations for enhancing outcomes associated with study…

  14. Comparison of Selected Outcomes Based on Teaching Strategies that Promote Active Learning in Nursing Education

    Science.gov (United States)

    Nicholson, Anita Christine

    2010-01-01

    This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational…

  15. Effects of Reflection Prompts on Learning Outcomes and Learning Behaviour in Statistics Education

    Science.gov (United States)

    Stark, Robin; Krause, Ulrike-Marie

    2009-01-01

    Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment ("Koralle") was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective processes and thus enhance learning outcomes, reflection prompts were integrated into the…

  16. Neurodevelopmental, educational and behavioral outcome at 8 years after neonatal ECMO: a nationwide multicenter study

    NARCIS (Netherlands)

    Madderom, M.J.; Reuser, J.J.C.M.; Utens, E.M.; Rosmalen, J. van; Raets, M.; Govaert, P.; Steiner, K.; Gischler, S.J.; Tibboel, D.; Heijst, A.F.J. van; Ijsselstijn, H.

    2013-01-01

    PURPOSE: Reporting neurodevelopmental outcome of 8-year-old children treated with neonatal extracorporeal membrane oxygenation (ECMO). METHODS: In a follow-up study in 135 8-year-old children who received neonatal ECMO between 1996 and 2001 we assessed intelligence (Revised Amsterdam Intelligence Te

  17. Outcomes of Global Education: External and Internal Change Associated with Study Abroad

    Science.gov (United States)

    Miller-Perrin, Cindy; Thompson, Don

    2014-01-01

    This chapter provides an overview of external and internal changes associated with collegiate study abroad experiences. A brief review of the research literature is included along with recent research that sheds light on potential mechanisms associated with study abroad-related change. Recommendations for enhancing outcomes associated with study…

  18. The Interprofessional Psychosocial Oncology Distance Education (IPODE) project: perceived outcomes of an approach to healthcare professional education.

    Science.gov (United States)

    McLeod, Deborah; Curran, Janet; Dumont, Serge; White, Maureen; Charles, Grant

    2014-05-01

    The Interprofessional Psychosocial Oncology Distance Education (IPODE) project was designed as an approach to the problems of feasibility and accessibility in specialty health professional education, in this case, psychosocial oncology (PSO). In this article, we report the evaluation findings from the first three years of the project in relation to one IPODE course, which was offered as a graduate level university elective in nine Canadian universities and as a continuing education (CE) option to health professionals between January 2008 and May 2010. The evaluation included a pre and post questionnaire that explored how an interprofessional (IP), web-based, PSO course influenced participants' knowledge, attitudes and beliefs about IP, person-centered PSO care. It also examined what attributes of a web-based platform were most effective in delivering an IP PSO course. The study yielded two key findings. First, web-based learning in a pan-Canadian and cross-university collaboration is a viable alternative to providing specialty education and significantly improves knowledge, attitudes and beliefs about IP, person-centered PSO care. Second, a web-based platform with real-time seminars, discussion boards and multiple audio visual resources that privilege first person illness narratives were important elements in expanding knowledge and shifting attitudes about IP practice and person-centered care in regards to PSO. In their evaluation, course participants highlighted a variety of ways in which the course expanded their vision about what constitutes an IP team and increased their confidence in interacting with healthcare professionals from professions other than their own.

  19. Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes

    Science.gov (United States)

    Scherer, Ronny; Nilsen, Trude; Jansen, Malte

    2016-01-01

    Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed. PMID:26903917

  20. Positive Clinical Outcomes Are Synergistic With Positive Educational Outcomes When Using Telehealth Consulting in General Practice: A Mixed-Methods Study.

    Science.gov (United States)

    Knight, Patricia; Bonney, Andrew; Teuss, Grigorijs; Guppy, Michelle; Lafferre, Danielle; Mullan, Judy; Barnett, Stephen

    2016-02-08

    qualitative data, five themes emerged from the analyses concerning the educational benefits of Telehealth Consulting for different levels of learners, while three themes were identified concerning clinical benefits. The results demonstrated strong synergies between the learning derived from the telehealth consulting and the clinical benefits to the patient and clinicians involved.