Vasylyshyna, N. M.
The article under consideration is related to the problem of mastering writing skills by future international relations professionals. The problem is that for the last ten years its performance has declined in comparison with other foreign сommunication skills at all key stages. In our investigation, the history of teaching-of-writing approaches over the last 50 years was characterised by five phases, some elements of which have been and continue to be concurrent in the best practice. Modern ...
Wells, Mary Sarah; Piatt, Jennifer A.; Paisley, Karen P.
Although writing is an important skill for all professionals, many students in parks, recreation, and tourism do not see the relevance of learning and applying the skills of writing well in parks, recreation, and tourism courses. This article outlines the reasons good writing is beneficial for students and provides concrete guidelines for how they…
M. Zaini Miftah
The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy ...
M. Zaini Miftah
Full Text Available The study is aimed at developing the implementation of Writing Process Approach (WPA to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70 was 40.00% (6 students of the class. However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class, but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class. Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed. Keywords: writing process approach, writing skill, essay writing
Mascle, Deanna DeBrine
Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…
Booher, Brandon M; Waisanen, Derek S
.... This project answers the following question: will written communication training provided to midshipmen prior to commissioning enable them to report to their first assignments with the written communication knowledge and skills to communicate...
make smart organizational and stylistic choices—resulting in messages that are quick to read, easy to understand, and effective in serving their...analyzed the work of research specialists, cognitive psychologists, professional naval writers, and business communication researchers. Also in the...memory and Bever’s (1972) work on short- and long- term effect on sentence processing provides important information on cognitive information
Sim Monica Ariana
Full Text Available Writing is one of the central pillars of language learning and should be of major interest and concern to teachers, students and researchers. This paper is intended to be a plea for writing and explores issues regarding instruction and evaluation of writing skills of nonnative speaker students. It examines expectations of nonnative speakers writing quality and performance on writing proficiency exams, as well. Finally, it is trying to ring a bell about this skill that has been neglected in spite of its importance when it comes to foreign language acquisition
This course is designed for people with a good level of spoken English who need to improve their professional writing (administrative, scientific, technical). Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) Date and timetable will be fixed when there are sufficient participants enrolled. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Timetable: Thursdays from 12.00 to 14.00 Price: 440 CHF (for 8 students) For registration and further information on these two courses, please contact Mr. Liptow: tel. 72957.
Powell, Sarah R.; Hebert, Michael A.
Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…
Carlisle, Vicky; Smith, Harriet; Baker, Fred; Ellegood, George; Kopay, Carol; Tanzer, Ward; Young, Diana; Dujordan, Jerome; Webster, Ron; Lewis, Sara Drew
This self-paced text/workbook is designed for the adult learner who needs a review of grammar and writing skills in order to write clearly and concisely on the job. It offers career-minded students 14 individualized instructional modules on grammar, paragraph writing, report writing, letter writing, and spelling. It is designed for both self-paced…
This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'ASSESSING CORE COMPETENCIES.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of ASSESSMENT principles has been emphasized. Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marchese in 1987. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology itself. He further argues that students must demonstrate that they have the have the ability to think critically before they make an attempt to use technology in a chosen application-specific environment. The author further
Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.
The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…
Bush, Jonathan; Zuidema, Leah
This article presents the first installment of "Professional Writing in the English Classroom." The authors begin by answering the obvious question: What is professional writing? It isn't remedial writing, and it involves much more than writing memos, business letters, and resumes (although it certainly includes those genres). Professional writing…
Kellogg, Ronald T.
Full Text Available Writing skills typically develop over a course of more than two decades as a child matures and learns the craft of composition through late adolescence and into early adulthood. The novice writer progresses from a stage of knowledge-telling to a stage of knowledgetransforming characteristic of adult writers. Professional writers advance further to an expert stage of knowledge-crafting in which representations of the author's planned content, the text itself, and the prospective reader's interpretation of the text are routinely manipulated in working memory. Knowledge-transforming, and especially knowledge-crafting, arguably occur only when sufficient executive attention is available to provide a high degree of cognitive control over the maintenance of multiple representations of the text as well as planning conceptual content, generating text, and reviewing content and text. Because executive attention is limited in capacity, such control depends on reducing the working memory demands of these writing processes through maturation and learning. It is suggested that students might best learn writing skills through cognitive apprenticeship training programs that emphasize deliberate practice.
Balta, Elif Emine
The purpose of this study was to investigate the relationships among students' argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007)…
Full Text Available Writing for Professional Purposes is considered as a means of communication between professionals who belong to two communities that have different languages, but share the same knowledge or expertise. The article gives a hint on how writing for specific purposes evolved to give rise to the creation of Writing for Professional Purposes. The social, cultural and cognitive aspects are an essential part of Writing for Professional Purposes since the physical act of writing cannot be considered only a result or product of the knowledge the individual possesses but also a social and cultural act. Therefore, the social and cultural aspects of writing explains the specificities and the intricacies of the effects these aspects have on writing for it is considered as an inseparable part of social and cultural groups. On the other hand, the cognitive aspect of writing explains and emphasizes the mental activities of the individual during the decision-making process while he/she is writing planning and editing their material having in mind the audience. On the same line of reasoning, writing for professional purposes in a second language means that the writer has to consider the audience twice; first, there is an audience who shares the same knowledge or expertise and second, the audience does not have the same language. Consequently, writing in another language that is not the first language with a specific jargon as well as a specific grammatical structure brings about a lot of difficulties. Hence, writing in professional contexts in the mother tongue implies only writing in a specialized version of a language already known to the writer, but writing in a target language means that the writer has to learn the target language and the specialized version of that language.
Okari, Florence Mokeira
This paper is an overview of the writing skill in the lower levels of learning in the contemporary society. The following areas of writing are highlighted: the writing programme and its goals, the basic methodology for writing tasks, broad groups of writing skills, the teaching of the writing skills in pre-primary and primary schools where…
Smith, F. R.
It is suggested that engineers and other technical students be taught three classes of skills in technical writing. First, "Big Picture Things", which includes: the importance of clear writing, the wide scope of writing, the wide scope of writing tasks that will be faced in industry, and the principles of organization of technical materials such as; how to analyze, classify, partition, and interpret. Second, "Writing Procedures", which encompasses: how to get words on paper efficiently and team-write. Third, "Writing Details", in which two considerations are important: how to achieve precision in the use of language and the aspects of style. Three problems in style are cited: the problem of sentence transition, overuse of attributive adjectives, and verbosity in paragraph structure. The most important thing in technical writing is considered to be functionality, economy and clarity.
Moore, Sharon Arthur; Moore, David W.
Recommends 14 recently published books on writing. Groups the books in 6 categories: assessment, classroom publishing, foundations, insights from writers, classroom descriptions, and general information. (MG)
It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…
Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid
We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…
The Concise Writing Programme focused on English writing skills and grammar in ... to learn generic English writing skills, but that they also did not find it easy to ... those doing the instruction must be recognised and adequately compensated. ... generic English writing skills; academic disadvantage; legal discourse; legal ...
Nina Khayatul Virdyna
Full Text Available English is getting more crucial to be mastered since its important part in the world nowadays. It is not only as a means of communication but also a means transferring knowledge, news, and technology around the world. There are four basic skills in English such as listening, speaking, reading, and writing, every students must have problem in learning and mastering those skill. But writing is the main issue to be discussed in this article. In writing, some of the writer’s students feel difficult to determine the topic when they want to write, they are hardly to complete a writing paper because they run out of idea. In this case the students need to absorb some information to understand a word, including how to combine a word with the other words. Therefore the teacher should have a strategy to get the students understanding and overcome their problems.Teaching is about just how to encourage the learners to achieve their goals and other times it requires that we actually facilitate resources and foster experiences so students can learn, continue learning and love the process. It is an art of the teacher to know how to make the students able to create knowledge of their own. Brainstorming is one of the teaching techniques in writing that can encourage the students to think about the topic as many as possible. This technique is help the students to enrich their vocabularies then create an idea become a writing composition. By using this strategy the students will be able to improve their writing skill. Brainwriting is an alternative method to brainstorming that tries to encourage a more uniform participation within a group. Like brainstorming, it is designed to generate lots and lots of ideas in a short amount of time.
Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk
The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537
Verhoef, R.; Tomic, W.
This article presents the results of a review of the literature questioning whether and to what extent computers can be used as a means of instruction for the guided acquisition of communicative writing skills in higher education. To answer this question, the present paper first explores the
The aim of written expression studies is to have students explain their knowledge, feelings, ideas and imaginations in a correct and effective manner. Therefore, the purpose of this study is to investigate the effect of story map on story writing skills of first grade teacher candidates who study at the Department of Elementary Education. The…
Roberts, Sherron Killingsworth
Why should educators and service professionals bother writing for professional publication? Experienced editor, Sherron Roberts says writing for professional publication allows educators to share their work and make their practice visible. Any educator is quite capable of writing for a professional publication. This article is intended to show…
Examines sexual stereotypes in selected professional writing textbooks published from the 1930s to the 1950s. Maintains that these textbooks--portraying women as subservient, emotional, and frivolous, and men as decisive, logical, and strong--suggest that men are more suited for positions of authority, and have played an important role in…
The purpose of this paper is to present some approaches to teaching critical thinking to college students for developing their Japanese academic writing skills. By examining the literature of critical thinking and writing, this paper shows the following. (1)How philosophy faculty can teach critical thinking skills to their own students the way they can improve their skills necessary for writing argumentative essays. (2)By what class and curriculum students' academic writing skills can be fost...
Professionals in organizations often make use of source material in order to write an evaluation, a report or a recommendation. This task, also known as writing-from-sources, is increasingly being performed, either totally or partially, in a digital environment. Reasons for this could be that the
Join the education blogosphere with this easy, go-to guide! This engaging, all-in-one resource from expert blogger Starr Sackstein takes educators by the hand and guides them through the easy, step-by-step process of blogging. You'll quickly turn snippets of writing time into a tool for reflective and collaborative professional growth. With instructive sample blog posts from sites like Blogger and Wordpress and generous examples and resource listings, this guide helps busy educators learn: The value of blogging for professional learning Best practices for safe digital citizenship How to deal w
Full Text Available The objective of conducting this research was to find out : (1 whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at English Education Department; (2 the students who have a low writing apprehension have better writing skill than those who have a high writng apprehension; and (3 there is an interaction between teaching technique and writing apprehension in teaching writing skill. This reasearch was an experimental research design. The population of this research was the second semester students at English Education Department of IKIP PGRI Bojonegoro. Meanwhile the sample of this research was selected by using cluster random sampling. The instruments of data collection were witing test and writing apprehension questionnaire. The findings of this study are: (1 thematic progression pattern is more effective than direct instruction in teaching writing; (2 the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3 there is an interaction between teaching technique and writing apprehension in teaching writing skill. It can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of English Education Department in IKIP PGRI Bojonegoro. The effectiveness of the technique is affected by writing apprehension.
Aronson, Louise; Niehaus, Brian; DeVries, Charlie D; Siegel, Jennifer R; O'Sullivan, Patricia S
Increasingly, students are asked to write reflections as part of their medical education, but some question the influence of other factors on the evaluation of these reflections. In this pilot study, the investigators determined whether scores from a validated rubric to measure reflective ability were affected by irrelevant variance resulting from writing or storytelling ability. Students in clerkships wrote reflections on professionalism. All were given identical prompts, with half receiving additional structured guidelines on reflection. Sixty reflections, 30 from each group, were randomly chosen and scored for reflection, writing, and storytelling by trained raters using validated rubrics. There was no correlation between reflection and either writing (r = 0.049, P = .35) or storytelling (r = 0.14, P = .13). The guidelines increased reflection, but not writing or storytelling scores. Reflection is a distinct construct unaffected by learners' writing or storytelling skills. These findings support reflective ability as a distinct skill.
The study showed that the teachers and students had positive perception towards the contribution of feedback provision in improving writing skills. The study also showed that teachers don't provide regular writing activities which create conducive environment and encourage multi draft writing. The study further showed that ...
Blankenship, Dianna; Jones, Irma; Lovett, Marvin
This paper reviews the need for grant writing skills within various types of organizations and the resulting proposal for including grant writing within business administration curriculum at the undergraduate and/or graduate levels. An introduction precedes the results of a survey regarding current grant writing courses within AACSB schools of…
Dixon, L. Quentin
This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…
Tillotson, Kenyon; Osborn, Debra
What is the best way to teach someone how to write an effective resume? A workshop format was used to teach college students the skills needed to write a successful resume. Archival data consisting of student resumes and rubric score sheets were used to determine the effectiveness of a resume-writing workshop by using a pre-post design evaluating…
This article analyzes literature on university-workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the…
Buttery, Thomas J.
In the first edition of Writing for Publication: An Organizational Paradigm (Buttery, 2010), I recommend a model for organizing theoretical articles. The process includes seven components: title, introduction, outline/advanced organizer, headings, transitions, summary and references. This article will focus on the writing process. The strands of…
This paper reviews the issues of concern in writing scale development in English as Second Language (ESL) settings with an intention to provide a useful guide for researchers or writing teachers who wish to develop or adapt valid, reliable and efficient writing scales considering their present assessment situations. With a brief discussion on the…
There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers.
Howerton, Mary Lou P.; And Others
The relationships of quantitative measures of writing skills to overall writing quality as measured by the E.T.S. Composition Evaluation Scale (CES) were examined. Quantitative measures included indices of language productivity, vocabulary diversity, spelling, and syntactic maturity. Power of specific indices to account for variation in overall…
Robinson, Lisa; Feng, Jay
Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…
The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…
Mohana Ram Murugiah
Full Text Available Writing is a complex task. The development of students’ writing skill depends on the teacher’s teaching strategy and also the materials used in the writing lesson. In the present study, the effectiveness of a creative writing module was examined that was designed to improve the writing skill of a group of excellent students. It was added with explicit teaching strategies. The selected group of students were students who were in the excellent group but lacked creativity and vocabulary in their writing. The creative writing module was designed to help these students. Students’ improvement was observed through observation in the classrooms during the lessons and through writing task as well as interviews. Two observations were made. One was before the creative writing project was started and another after the completion of the entire task of the module. The interview was carried out to learn about the students’ perception of the module and how do they find the module has helped them. The result of the research showed that students have shown a great level of improvement in their writing skills. The outcome of this present study could be useful to assist language instructors in helping proficient learners to undergo a more effective second language learning experience.
Muhammad Lukman Syafii
Full Text Available This present paper addresses the issue of writing as an important aspect of EFL instruction. Writing as one of the four basic language skills plays a pivotal role in the context of English teaching as a foreign language in Indonesia. Considering these problems, it is important to modify the writing process in such a way to cope the writing. The process of writing the writer means is BACK and DRAW activities. What the writer termed as BACK and DRAW is a set of writing activities involving students’ active participation in the process, their intense learning experience in producing a required text, as well as their interactive work with peers and the teacher. BACK and DRAW stands for Brainstorming, Attaching, Correcting, Keeping, Developing, Revising, Arranging, and Wow! Or Wonderful! Or Well done!. These activities are good ways to improve the writing Ability.
Full Text Available This paper reviews the issues of concern in writing scale development in English as Second Language (ESL settings with an intention to provide a useful guide for researchers or writing teachers who wish to develop or adapt valid, reliable and efficient writing scales considering their present assessment situations. With a brief discussion on the rationale behind writing scales, the author considers the process of scale development by breaking it into three phases of design, operationalization and administration. The issues discussed in the first phase include analyzing the samples, deciding on the type of scale and ensuring the validity of its design. Phase two encompasses setting the scale criteria, operationalization of definitions, setting a numerical value, assigning an appropriate weight for each trait, accounting for validity and reliability. The final phase comprises recommendations on how a writing scale should be used.
Writing for journal publication is a worthwhile but challenging activity that requires clear motives, purpose, planning and execution. Continuing professional development (CPD) articles are designed to be informative and educative, with the aim of enhancing the reader's understanding of a particular subject. This article provides an overview of how to approach and plan the writing of a CPD article to enhance the success of its acceptance for publication in a professional journal.
Kassem, Mohamed Ali Mohamed
The present study aimed at investigating the effect of using wikis on developing business writing skills and reducing writing anxiety of Business Administration students at Prince Sattam bin Abdul Aziz University, KSA. Sixty students, who were randomly chosen and divided into two equivalent groups: control and experimental, participated in the…
Full Text Available Acquiring writing skill needs a lot of practices, and to produce a piece of writing needs a long process; hence, the appropriate method of the teaching and learning is very important to help students master writing skill. This article aims at reporting a research on the implementation of Student Teams-Achievement Division (STAD as an alternative teaching method to improve students’ writing skill. Through Classroom Action Research design, the researcher did the research at fourth semester students of English Education study program of STAIN Kediri in academic year 2012-1013. The research procedures are planning, implementing, observing, and reflecting. The findings show that the implementation of STAD can improve the students’ writing skill which were indicated by the high percentage of the students’ active involvement and positive response on the implementation, and the students’ product of writing in which all of writing components can achieve good level in marking scheme as the minimum level.
Full Text Available With the international growth of English-medium education, tertiary institutions are increasingly providing academic support services to L2 students, and thus, the number of writing centers working with L2 student writers has also increased. Writing center practices originated in L1 English educational contexts and their appropriateness for L2 English writers requires examination. This study investigated the effect of writing center consultations on the essay writing skills of L1 Arabic foundation level students at an English-medium university in the Gulf region. Analysis was based on quantitative measures of writing ability of two distinct groups of students: an experimental group who participated in tutoring sessions at the university’s writing center and a control group who did not. Findings indicated that students who participated in writing center consultations scored significantly higher in overall essay writing scores, as well as in two aspects of writing: task fulfilment (that is ideas and text organization/coherence. These findings contribute to a limited bank of similar empirical studies on effectiveness of writing center sessions on students’ essay writing ability. They also support the case for the expansion of writing center work beyond the domains of predominantly L1 English academic communities.
Huffman, J. Michelle; Fortenberry, Callie
Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…
This study investigates the relationship of second language (L2) writing skills proficiency with the first language (L1) writing skills, in light of the language transfer. The study aims to analyze the positive effects of L2 writing proficiency on L1 writing proficiency. Forty native Turkish-speaking university students participated in the study.…
Briggs, Timothy J.
This video presents one academic's experiences using Facebook in service of his professional life in order to contend that Facebook can be valuable to faculty as both a site for professional conversations and a social network that enables users to create and maintain social capital.
Swanson, H L; Berninger, V W
The purpose of this research is to address (a) whether individual differences in working memory (WM) and writing are related to a general or process-specific system, (b) whether WM tasks operate independently of phonological short-term memory (STM) on measures of writing and reading, and (c) whether working memory predicts variance in writing beyond that predicted by reading alone. The present study correlated several WM and phonological STM measures with writing and reading measures. The study showed among the memory measures that a four-factor model reflecting phonological STM, verbal WM span, executive processing, and visual-spatial WM span best fit the multivariate data set. Working memory was correlated significantly with a number of writing measures, particularly those related to text generation. WM measures contributed unique variance to writing that was independent of reading skill, and STM measures best predicted transcription processes and reading recognition, whereas WM measures best predicted text generation and reading comprehension. Both verbal and visual-spatial working memory measures predicted reading comprehension, whereas only WM measures that reflect executive processing significantly predicted writing. In general, the results suggest that individual differences in children's writing reflect a specific capacity system, whereas reading comprehension draws upon a multiple capacity system.
O'Shea, Anne; Matheson, Laura
Session summary: Brainstorming, problem-solving, team-building and group communication – all of these things can be made easier through facilitation! Come to this fun, interactive workshop to learn techniques and exercises to boost your group meetings. Taught by two information professionals with formal facilitation training and experience, this workshop will give you theory, hands-on practice time and feedback. What participants will learn: Participants will learn techniques to he...
Full Text Available English has become an inevitable means of communication. Due to globalization and rapid growth in business communication, the need to learn the English language has also gained momentum. Employers are looking for employees who are skilled in the language skills. In India, English has become an important means of communication and learning in the education and professional setup. Though English is being taught in schools and colleges, Indian students miserably fail to produce a good quality lengthy composition. In this respect, this paper aims to focus on the need to teach memo-writing skills to tertiary students. To this end, a group of second year Indian BCA students was taken as samples for the study. The students were given a pre-test on memo writing. They lacked the essential skills in writing a memo. In order to improve their memo writing skills the students had to undergo four tasks. At the end of the tasks, they were able to write a good memo. The corporate world demands accurate business writings and our students have to be trained to meet the demands of the business world. This paper studies the growth of business English, the components of effective business writing and the need to teach business writing to tertiary students, which will enable them to be successful in the business world.
Bailey, Annette; Zanchetta, Margareth; Velasco, Divine; Pon, Gordon; Hassan, Aafreen
Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills. Copyright © 2015 Elsevier Ltd. All rights reserved.
Full Text Available Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, mechanics, vocabulary, organization, and content. Likewise, teachers need to develop systemized forms of feedback and make it clear to students what the feedback means and what they are to do with them to assist students in improving their writing skills.
This article reflects on an investigation into the barriers that hinder Zulu-speaking. English second language (L2) learners in the Foundation Phase from acquiring reading and writing skills. These barriers are categorised as contextual, language, school and intrinsic learner factors. A questionnaire based on these categories ...
Asrobi, Maman; Prasetyaningrum, Ari
This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…
This study aims to describe the influence of contextual learning model and critical thinking ability toward argumentative writing skill on university students. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. The results of the research indicate that; group of…
Ali M. Al-Bahi
Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.
Four Japanese university professors were interviewed on their strategies for writing a research paper in English as a Foreign Language (EFL). Results indicate that these writers use strategies similar to those used by skilled native English writers and proficient writers of English as a Second Language. (35 references) (Author/CK)
Full Text Available This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language who demonstrated poor writing skills participated in the training group. The training group received daily training during the spring semester (11 weeks with the Fast ForWord Literacy (FFW-L and upper levels of the Fast ForWord Reading series (Levels 3, 4 and 5. The comparison group (n=28 selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT and the Oral and Written Language Scales (OWLS Written Expression Scale at the beginning (Time 1 and end (Time 2 of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.
Points out that desktop publishing is a metatechnology that allows professional writing students access to the production phase of publishing, giving students hands-on practice in preparing text for printing and in learning how that preparation affects the visual meaning of documents. (SR)
Grech, Victor; Cuschieri, Sarah
The ability to write a scientific paper (WASP) is becoming progressively more critical because the "publish or perish" mantra is increasingly valid in today's world where success is judged by number of publications and quality of publications based on journals which publish the researcher's work. These metrics are used to gauge applicants in often cut-throat competitions for jobs and/or career advancement. However, the science and art of paper-writing comprise a vast panoply of different skills, from writing a proposal, to ethics and data protection applications, to data collection and analysis, to writing and dealing with editors and authors, and so on. Over the next few issues, Early Human Development will embark on a series of Best Practice Guidelines that will outline and explain the various requisite WASP skills while providing practical guidelines for paper writing. The purpose is to impart the authors' collective experience to trainees in this crucial aspect of career progress. This first set of WASP papers will mainly focus on statistical analysis using Excel™. Copyright © 2018 Elsevier B.V. All rights reserved.
While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…
Hight, Jim D.
Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for…
Full Text Available The paper aims at analyzing teachers’ poor professionalism of writing a scientific paper at Muhammadiyah Senior High School in Central Java. It studies on the phenomena of teachers’ weaknesses, comprehension, efforts and constraints on writing a scientific paper. The study belongs to qualitative research by applying a descriptive approach in examining the problem. The data are got with an in-depth interview, observation, and document analysis. The data sources are teachers, headmaster, a chief of High and Preliminary Education Assembly, and educational experts. Data validation is conducted by methods and sources triangulation. The data analysis applies the interactive model.The research result shows that most teachers have a limited comprehension of scientific paper concepts, skill on conducting classroom action research and writing a scientific paper. Also, they also have some constraints such as lack of writing motivation, school infrastructure, and internet connection access. In eliminating those problems, firstly Muhammadiyah senior high school (SMA/MA/SMK teachers of Sukoharjo district have done some activities to develop their professional competence especially in the field of writing a scientific paper. In supporting their efforts, it needs a concrete step of stakeholder to simplify of all regarding with learning administrative activities, facilities adequacy motivation, the initiative of Assembly of Elementary and Middle Education, and others sponsorship, as well as the guidance of university.
Seabrooke, Leonard; Nilsson, Emelie Rebecca
In 2006, the International Monetary Fund's (IMF) Financial Sector Assessment Program (FSAP) lauded Iceland's capacity to “withstand extreme, but plausible, shocks,” which was clearly an error in judgment. After the international financial crisis hit, IMF officials bemoaned the lack of professional...... use an Optimal Matching analysis of work roles in career histories to identify differences in policy teams and external experts' attributes. The article also draws on interviews with FSAP team members from 2008 to 2013. We demonstrate that changes in professional skills and team composition...
Baldwin, Dolly Angela Serreno
There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...
Full Text Available It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45; from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively; and from self-efficacy for self-regulation to writing performance (ß = .16; along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19, and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07. Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.
Sinaga, Parlindungan; Feranie, Shelly
The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on…
Gragson, Derek E.; Hagen, John P.
Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…
Chen, Cheryl Wei-yu; Wang, Hung-chun
This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…
Full Text Available Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors.
Hake, Sanjay; Shah, Tapankumar
Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors. PMID:21897886
Stephenson, N. S.; Sadler-McKnight, N. P.
The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…
Gisela Consolación Quintero Chacón
Full Text Available This paper presents the partial results of a research conducted on the writing skills of students of the Education at the Pedagogical University Experimental Libertador in Venezuela. The overall objective of the research was to identify the characteristics of syntactic, semantic and pragmatic types of texts produced by students. The method used for the interpretation of the data was discourse analysis, which allowed communication processes addressing their structures to describe them textually. The difficulty table was adapted from Rudy Mostacero containing one hundred fifty seven (157 difficulties was reduced to twenty-four (24; distributed as follows: eleven (11 for syntax, eight (8 to semantics and five (5 to the Pragmatic. The results show a high percentage of features in the semantic and pragmatic dimension valued regular and bad. These results will help to design a comprehensive program that will act in favor of innovative proposals for improving the writing process in the training of professionals in Education career.
Di Renzo, Anthony
Gathers some of Sir Francis Bacon's educational ideas from his various writings and applies them to the five stages of undergraduate professional and technical writing program development: planning, implementation, mission, design and development, staffing, and administration. (SG)
Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.
Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.
Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.
D. Samrajya Lakshmi
Full Text Available The duty of the Teacher of English is not merely teaching English texts but he/she should help the students in enhancing various other skills like communicative, analytical, logical and soft skills. To compete with the growing demands on the English teachers, timely orientation towards professionalism is of dire importance. For over three decades now, it has been found that methodology, training and concept alone will not make a teacher competent enough to train the students at college level to meet the students’ requirements. In this fast changing global scenario, no other processes excepting reflective practice, which is highly exploratory is the best and could serve the ever growing needs of the English language learners and teachers by integrating both theory and practice. This paper focuses on the potential of journal writing as a reflective professional development tool, which is purely a personal low-tech way of incorporating reflective practice in day-to-day classroom teaching by individual teachers. My attempt through this paper is to advertise the use of journal writing not only to the experienced but also to the novice teacher to make his/her class effective.
Full Text Available The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1 vocabulary mastery contribute to the argument to the arguments writing skill of students; (2 effective sentence mastery contribute to the argument writing skill of student; (3 vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1 vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2 Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3 mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4 mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5 Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.
Comsa, Olivia; Paraschiva, M.V.; Banutoiu, Maria
Sustainable development of society implies taking political decisions integrating harmoniously ingredients like these: - technological maturity; - socio-economic efficiency; - rational and equitable use of natural resources; - compliance with requirements concerning the environment and population; - professional ethics; - communications with the public and media; - professional skill; - public opinion acceptance. A rational analysis of these factors shows clearly that nuclear power appears to be an optimal ground for a sustainable power source besides the hydro and thermo-electric systems. Such a conclusion was confirmed by all types of analyses, methodologies or programs like for instance: MAED, WASP, FINPLAN, DECADES, ENPEP and more recently MESSAGE. The paper describes applications of these analytical methodologies for two scenarios of Cernavoda NPP future development. To find the optimal development strategy for the electric system, implying minimal costs the optimization analysis mode of the ELECSAM analysis module was used. The following conclusions were reached: - the majority of Romania's classical electrical stations are old; consequently, part of them should be decommissioned while others will be refurbished. Instead of installing new power groups these options will result in lowering the investment cost, as well as, in reduction of noxious gas emission; - the nuclear power system developed in Romania upon the CANDU technology appears to be one of the most performing and safe technology in the world. Cernavoda NPP Unit 1 commissioned on December 2, 1996 covers about 10% to 12% of the energy demand of the country. The CANDU systems offers simultaneously secure energy supply, safe operation, low energy costs and practically a zero impact upon the environment. The case study for Romania by means of DECADES project showed that the development program with minimal cost for electrical stations implies construction of new 706.5 MW nuclear units and new 660 MW
Wright, Newell D.; Larsen, Val
Employers of marketing graduates view good writing as a core marketing skill, but many marketing students are weak writers. The improvement of student writing should therefore be an important objective in a well-designed marketing curriculum. One-page papers combine the effective teaching of marketing concepts with writing instruction while…
Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao
The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…
This study explores the disparity between college students' self-efficacy beliefs regarding their writing skills and their teachers' perceptions of the latter. It also examines ways to improve the academic writing instruction provided by the institution, and the impact of a first-year introductory academic-writing course. A total of 151 third-year…
Yamac, Ahmet; Ulusoy, Mustafa
The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with…
Geithner, Christina A.; Pollastro, Alexandria N.
Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills.…
Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela
While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…
Limpo, Teresa; Alves, Rui A; Fidalgo, Raquel
It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. To trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine whether these skills predict writing quality in younger and older students (Grades 4-6 vs. 7-9), after controlling for gender, school achievement, age, handwriting fluency, spelling, and text structure. Participants were 381 students from Grades 4 to 9 (age 9-15). Students were asked to plan and write a story and to revise another story by detecting and correcting mechanical and substantive errors. From Grades 4 to 9, we found a growing trend in students' ability to plan and revise despite the observed decreases and stationary periods from Grades 4 to 5 and 6 to 7. Moreover, whereas younger students' planning and revising skills made no contribution to the quality of their writing, in older students, these high-level skills contributed to writing quality above and beyond control predictors. The findings of this study seem to indicate that besides the increase in planning and revising, these skills are not fully operational in school-age children. Indeed, given the contribution of these high-level skills to older students' writing, supplementary instruction and practice should be provided from early on. © 2013 The British Psychological Society.
The paper discusses argument pedagogy for graduate and professional students with learning disabilities (LD) in the context of academic writing. To understand the nature and types of writing problems that graduate and professional students with LD experience, the author presents results of a university-wide survey with the students who did and did…
Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas
This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…
Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon
Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…
Grace H. Wang
Full Text Available This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA and extensive reading (ER of academic texts. Specifically, it argues that: (a there may be a connection between explicit MA and the development of writing skills; (b there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills.
Geithner, Christina A; Pollastro, Alexandria N
Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. Copyright © 2016 The American Physiological Society.
Newton, Sarah E
According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.
Andersson, Niclas; Andersson, Pernille Hammar
, professional engineering skills need to be included in the syllabus of engineering courses and study programs, which in turn call for the implementation of learning objectives, teaching activities as well as methods for assessing the professional performance of the engineering students. The implicit...... life experience from industry and consequently, they might have limited knowledge about professional skills which of course delimits their ability to evaluate the students’ professional performance. The objective of this study is to design and test a method to assess professional skills...... in an engineering teaching context. A suggested approach, based on the three consecutive steps of Define – Monitor – Assess, was applied and tested in an engineering course in which the students and professional engineers from industry interacted in an extensive role play simulation. The students’ were actively...
Chilcoat, George W.; And Others
Provides tips for comic book writing that have been gathered from actual comic book authors and can be used in minilessons for writing workshops in the classroom. Focuses on five specific components of comic book writing: plot development, layout, drawing, narration, and the cover page. (MG)
Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…
Writing is a huge part of any research career. We can think of writing as a research tool we find in any research laboratory. Much like any research tool, we have to understand how to calibrate, adjust and apply it in order to achieve the very best experimental outcomes. We can learn how to use this tool with advice from writing workshops, online writing courses, books and so on. Unfortunately, when it comes to working with this tool, we often have to do it alone. But, like in any laboratory, the most rewarding way to learn and to achieve the best results is to interact with others. Through this interaction, we can improve our writing and remain motivated. ClimateSnack aims to help early career scientists understand how they can use writing as an effective research tool. We encourage the formation of writing groups at different universities and institutes. Members write short popular science articles and read them aloud at group meetings. The group uses knowledge from different learning resources to discuss the articles and give feedback. The author then improves their writing further before publishing on the ClimateSnack website. If early-career scientists can successfully increase their control of writing, they will more likely write memorable high-impact scientific articles, and confidently communicate their science via varied media to varied audiences.
Tenri Ampa Andi
Full Text Available This research used a descriptive method. It was aimed at identifying students’ learning needs for the English writing skill as the base for designing the learning materials. Writing skill covered the analysis of the types of paragraph, types of text, the components of writing and paragraph development. The subjects of the research were the fourth semester students that consisted of 330 students. The samples were taken 15 % randomly, so the number of samples was 50 students. The research used a questionnaire as the instrument to get responses from the students about their learning needs. The results showed that the learning needs for the writing skills coped with the types of paragraph development, the types of text, and components of writing skill. The types of paragraph development included the ways by definition (79.7%, classification (67.0%, listing (59.3%, cause effect (47.7%, example (47.3%, and comparison (45.7%. The types of text consisted of description (66.0%, news items (59.7%, narration (58.7%, discussion (56.7%, recount (57.0%, and exposition (50.7%. The components of writing skill contained structure (79.6%, vocabulary (79.4%, content (62.0%, organisation (53.6% and mechanic (34.0%. The implication of the findings would be the base of teaching and learning process, especially in designing the learning materials for the English writing skill.
author Fatma Yuniarti
The action reserach aims at improving the students’ writing skill especially to write advertsements and posters. Both are the short functional texts to be learned at the second semester. According to the data on pre cycle, the students of second semester got difficulties to write advertisements and posters. A treatment was necessary to help the students overcome their problem. To consider the related literature, the writer decided to implement ESA sequence (Harmer 2001) in the class. The elem...
Grohe, B.; Schroeder, J.; Davis, S. R. B.
Cheating and plagiarism are significant problems in higher education because they occur often and interfere with learning. Plagiarism creates shortcuts that bypass the time and effort required to develop the writing and analytical skills necessary to produce evidence of progress in mastering course content. The purpose of a two-semester writing…
Eastman, Christine; Maguire, Kate
This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically and…
Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.
Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…
Erginer, Ergin; Yar, Veda
One of the four basic language skills of children, writing, is central to expressing themselves and to developing high level thinking capabilities. Competence in writing is a rather complex learning structure in which cognitive and, especially, psycho-motor learning processes are intensively employed and it further needs to be fed by perceptive…
Lingwall, Andrew; Kuehn, Scott
This study explored student self-perceptions of writing skills in journalism and mass communication programs at thirteen public state universities in the mid-Atlantic region. Factor analysis revealed seven sets of perceptions among 860 students. A Media Writing Self-Perception Scale was constructed and found to be reliable. The authors propose…
Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.
Pope, Allen; Fugmann, Gerlis; Kruse, Frigga
As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.
Stanley, Ian H; Hom, Melanie A; Chu, Carol; Joiner, Thomas E
Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.
Boswell, Bill; And Others
Uses the provocative metaphor of becoming a nudist to illustrate that teachers should write, and share their writing, with their students. Describes a program in which student teachers spent six weeks in class and seven weeks in student teaching and were required to keep journals in which they reflected on what they had learned. (PA)
Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…
This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study,…
Howard, Z R; Donalson, L M; Kim, W K; Li, X; Zabala Díaz, I; Landers, K L; Maciorowski, K G; Ricke, S C
Because food and poultry industries are demanding an improvement in written communication skills among graduates, research paper writing should be an integral part of a senior undergraduate class. However, scientific writing assignments are often treated as secondary to developing the technical skills of the students. Scientific research paper writing has been emphasized in an undergraduate course on advanced food microbiology taught in the Poultry Science Department at Texas A& M University (College Station, TX). Students' opinions suggest that research paper writing as part of a senior course in Poultry Science provides students with scientific communication skills and useful training for their career, but more emphasis on reading and understanding scientific literature may be required.
Full Text Available The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM 2013-2025 focuses on the Higher Order Thinking (HOT concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse, evaluate and think creatively in and outside the classroom. The purpose of this exploratory study was to investigate the impact of using HOT skills in a secondary ESL writing classroom. A total of 120 Form Two ESL students from three intact classes participated in this study. The students experienced project and group-based work both independently and collaboratively in groups during their writing lessons. The findings from the focus group interviews revealed the following student perceptions: felt engaged in active learning, experienced learner autonomy, developed their writing, researching and personal skills. The implications of this study suggest that using HOT skills in ESL writing lessons facilitate students’ writing ability and interest and it is recommended that HOT skills be explicitly infused in the teaching and learning of writing activities in ESL classrooms.
Hope K . Gerde PhD
Full Text Available Occupational therapists (OTs play an important role in early childhood classrooms as vital members of the educational team, particularly for young children’s writing development. Children’s emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively assess young children’s writing ability. Practical guidance is provided to identify specific ways that OTs can merge their occupation-centered approach with their expertise in writing to serve as a key resource for classroom teachers and enhance the writing development of all children. Specific strategies are included for encouraging OTs to expand their approaches to writing beyond handwriting.
Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi
Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.
Full Text Available Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M=22.8, SD=4.4, which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671
McCarthy, Brian D.; Dempsey, Jillian L.
A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class…
Ali Gholami Mehrdad
Full Text Available Despite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997. Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s of such activity on writing ability of a group of English students at Islamic Azad University- Hamedan branch. To do this, 50 students obtaining 1 and 2 on the TWE scale on the structure section of a TOEFL test were selected and randomly assigned to experimental and control groups. After some introductory sessions, the students were asked to write paragraphs on a weekly schedule and hand them in to be corrected. In the experimental group the students were, furthermore, asked to keep journals and hand them in. After 4 months, the students in both groups took part in a writing exam in which they had to write two paragraphs on the topics given. The comparison of the means at p
Nazanin Naderi Kalali
Full Text Available The main thrust of this study was to determine whether a genre-based instruction improve the writing proficiency of Iranian EFL learners. To this end, 30 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study through a version of TOEFL test as the proficiency test. The selected participants were 15 females and 15 males who were randomly divided into two groups of experimental and control. The both experimental and control groups were asked to write on a topic determined by the researcher which were considered as the pre-test. The writing of the students were scored using holistic scoring procedure. The subjects received sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology which was followed by a post-test—the subjects were, this time, asked to write on the same topic which they were asked to write before instruction. Their post-writings were also scored through the holistic scoring procedures. In analyzing the data, t-test statistic was utilized for comparing the performances of the two groups. It was found that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don’t. The study, however, didn’t find any significant role for gender. Keywords: genre analysis, writing skill, holistic scoring procedure, pre-test, post-test, t-test
Kristen L. Young
the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1 Nature of reflection(2 Reflection seen as useful in providing support for a career and professional development(3 Reflective writing – benefits (4 Reflective writing – potential in future employment and workplace(5 Encouraging others to use reflective practice(6 Reflecting positively(7 Reflection applicable to both individuals and groups(8 Reflection in support of personal awareness(9 Exploration of different methods of reflection(10Difficulties in focusing enough to be able to reflect deeplyConclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further.Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.
Full Text Available Teaching writing functional texts usually tends to be conventionally applied. Most teachers tend to emphasize their teaching process traditionally without paying attention to the teaching media which can be used to help students’ success achieving the goal of learning. This paper is aimed at investigating the role of teaching media in enhancing students’ skill in writing functional texts. In this regard, classroom action research (CAR was employed as the method in this study. This study is intended to answer the following research questions: (1 Is teaching media effective for enhancing students’ skill in writing functional texts? (2 To what extent does teaching media enhance students’ skill in writing functional texts? Through the process of teaching and learning activities, in cycle 1, the writers taught writing functional texts through conventional teaching, they then gave a test on functional text to the students. Additionally, to confirm the writers’ belief to the students’ real writing proficiency, they then gave them TOEFL written test model. Next, in cycle 2, the writers taught the students by using teaching media. Finally, the writers gave them a test of writing functional text. After undertaking several tests in cycle 1, students got average score 56.60, and in cycle 2, they got 65.08. Thus, there was an improvement of the average score. In addition, the students’ enthusiasm also improved.
Good communication skills require: (1) an understanding of one's audience and the subtle interactions between writer and reader, (2) organizational skills to methodically progress through the necessary stages of a project (e.g., writing a proposal), and (3) certain basic communication (writing/speaking) skills, i.e., a facility with the basic elements of transmitting information clearly. The task of writing a grant proposal in response to a specific set of instructions is used to illustrate the analysis and responses necessary to complete a major written communication project. The concept of focusing on—and writing for—the reader (in this case, the proposal reviewer) is emphasized. Although good communication skills affect life-styles, productivity, and economics in our society, the communication skills of the American pubic are sorely lacking—even among people with high levels of education—because students receive little training in these skills in the United States educational system. However, such skills can be taught to younger students as well as to adults.
Full Text Available Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to improve student writing skill. This research used timed essay examination to measure the writing skill after one semester learning activity using this strategy and student satisfaction responses to learning. There were four aspects used as criteria of writing skill: ideas, organization, wording, and flavor. The results showed that this learning approach had shown good results in some aspects, particularly in improving the skill of shaping ideas and organizing the ideas into written form. The uses of various learning strategies that make students more active and centered on students tend to increase the ability of students to search for new ideas creatively. Among others, the positive aspect is the students have the knowledge and understanding of new concepts that can support the idea of writing in the aspect of idea and various choices of words.
Hind Talal Mashrah
Full Text Available Recently, the educational field has adopted a new route for improving and increasing the way we learn languages, particularly English language, through using social networking services such as; Facebook, Twitter, YouTube, and other technologies in writing skills. In this respect, this paper discusses how ESL classroom can apply the social networking services or Web 2.0. Technologies effectively to promote learners' writing skills. The paper first details research studies about the characteristics of two social networking, Blogs and Wikis, to show the importance of implementing Web 2.0 technologies in writing skills. Then the benefits of applying social networking services as an essential approach for teaching and learning writing skills in L2 are presented. Paper also discusses the counter –argument, as opposite perspectives, that applying social networking websites is not always considered as a proper method to improve writing skills due to many reasons which may lead decreasing learners' level of English or make them far behind because of their difficulties they face when they use these technologies
Hambly, H; Robling, M; Crowne, E; Hood, K; Gregory, J W
To identify training needs in communication skills and to assess training preferences of staff working in paediatric diabetes services, which will inform the development of a learning programme in behaviour change counselling for healthcare professionals. Three hundred and eighty-five staff in 67 UK paediatric diabetes services were sent questionnaires to determine their previous communication skills training, to measure their self-reported view of the importance of and confidence in addressing common clinical problems and to assess the perceived feasibility of training methods to improve skillfulness. Two hundred and sixty-six questionnaires (69%) were returned from 65 services. Sixteen per cent of doctors, nurses and dietitians reported no previous training in communication skills and 47% had received no training since graduating. Respondents rated psychosocial issues as more important to address than medical issues within consultations (t = 8.93, P important component of consultations involving young people with diabetes, but healthcare professionals find it easier to address medical issues. This represents a key training need in communication skills for diabetes professionals. The survey will inform the development of a tailored learning programme for health professionals in UK paediatric diabetes clinics.
López-García, Xosé; Rodríguez-Vázquez, Ana-Isabel; Pereira-Fariña, Xosé
The paper aims at understanding the intersections between technology and the professional practices in some of the new trends in journalism that are using the new tools: multimedia journalism, immersive journal-ism and data journalism. The great dilemma facing journalism when training new professionals -especially the youngest- is not anymore the training in new technologies anymore. The main concern lies in taking ad-vantage of their skills to create a new computational model while keeping t...
Thomas, Theda Ann
Employers want students who are able to work effectively as members of a team, and expect universities to develop this ability in their graduates. This paper proposes a framework for a collaborative writing assignment that specifically develops students' ability to work in teams. The framework has been tested using two iterations of an action…
Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.
Ware, Mark E.; Badura, Amy S.; Davis, Stephen F.
Focuses on the use of student publications in journals as a teaching tool. Explores the use of this technique in three contexts: (1) enabling students to understand experimental methodology; (2) teaching students about statistics; and (3) helping students learn more about the American Psychological Association (APA) writing style. (CMK)
In this article, the author talks about fan fiction, which is defined by Jenkins (2008) as "original stories and novels which are set in the fictional universe of favorite television series, films, comics, games or other media properties." Fan fiction generally involves writing stories with a combination of established characters and established…
This paper describes the implementation of a poster assignment in a writing and information literacy course required for undergraduate Life Sciences and Environmental Biology majors with the Faculty of Agricultural and Environmental Sciences at McGill University. The assignment was introduced in response to weaknesses identified through course…
Yusri, Yusri; Emzir, Emzir
The objective of this study is to know the effects of learning models (problem solving and project based learning) and linguistic intelligence on the students of persuasive writing skill of the fourth semester students of English Department, State Polytechnic of Sriwijaya Palembang, in the academic year of 2016-2017. The writer used linguistic intelligence test and persuasive writing test to collect the data. The data was analyzed statistically by using two-factor ANOVA a...
Okta Ika Rahmawati
Abstract: Think – Pair Share: A Tecnique to Enhance Students’ Writing Skill. This article refers to a classroom action research on teaching writing by implementing Think-Pair-Share at High School in Bojonegoro. Think-Pair-Share Technique is a kind of cooperative learning technique. This technique encourages students to actively involve in the learning process since they have to discuss with their partner about the material being learned. The subject of the study was the tenth-grade students o...
El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan
To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Full Text Available The ability to write according to the conventions and forms of disciplinary academic writing is essential to success at university. Meeting the demands of quality academic writing is a challenge to the increasing number of English Second Language (ESL students worldwide, from undergraduate to postgraduate level, who choose to study and publish in English. In particular, postgraduate students in South African universities struggle with the rigours of dissertation writing. Drawing on Lave and Wenger’s (1991 theory of collaborative learning in a community of practice (CoP, an exploratory, qualitative inquiry was undertaken to examine the support given by six selected South African higher education institutions (HEIs to promote the development of academic writing skills among master’s and doctoral students. Data were gathered from a purposeful sample of 10 expert informants through interviews, email communication, and scrutiny of institutional websites. Findings deal with academic writing skills as the core competence necessary for full participation in the academic CoP; the nature of postgraduate student engagement with core members of the CoP, such as supervisors and language experts; and the availability and efficacy of a range of intra-organisational resources, including informal and formal peer interaction with those who have more expertise in writing, books, manuals, visual representations, and technological tools, to develop academic writing among postgraduate students. Based on the findings, recommendations are made for ways in which institutions can strengthen, enrich, and extend the CoP to support academic writing skills of ESL postgraduate students.
Full Text Available The action reserach aims at improving the students’ writing skill especially to write advertsements and posters. Both are the short functional texts to be learned at the first semester of the ninth grade. According to the data on pre cycle, the students of class IXA Junior High School Swadhipa Natar, South Lampung got difficulties in writing advertisements and posters. A treatment was necessary to help the students overcome their problem. To consider the related literature, the writer decided to implement ESA sequence in the class. The elements of teaching in ESA Sequence are Engage (to arouse the students’ interests, Study (learn the language focus, and Activate (use the language freely and communicatively.The data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire. The result shows ESA Sequence can improve the students’ ability in writing advertisements and posters.Key words : ESA (Engange Study Activate, advertisement, poster.
Full Text Available The purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. This research was about how to improve student’s academic writing skills through contextual teaching and learning. The clientele of this research was the students of Civil Engineering Department of Bosowa University of Makassar. To gain the final result in this research there are three periods were needed. The result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. The students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. Those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. This research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy.
Full Text Available Writing, one of the four skills which has to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students‘ writing skill. Due to pop culture relates to students‘ life and experience, it is considered to be a stimulus for gaining students‘ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students‘ works are the instruments to measure its effects. Both students‘ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students‘ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.
Full Text Available Bassit Malik School of Medicine, Imperial College London, London, UK The Medical Schools Council statement lists the ability to communicate throughreading, writing, listening, and speaking as four skills all medical students shouldpossess as future doctors.1 First and foremost, writing in a legible manner is imperative for good clinicalpractice and poor prescribing and documenting can have harmful consequences forthe patient.1 The ability to write effectively is also an important medium in conveyingcomplex scientific concepts and critical clinical information.
Angela Diane Crocker
Full Text Available Many first-year students in the School of Law at the University of KwaZulu-Natal, Howard College, who have been disadvantaged by a poor primary and secondary education, exhibit poor legal writing skills. Over a period of four years, in order to address this urgent need for legal writing instruction, the School of Law introduced two successive legal writing interventions. The first intervention was the Concise Writing Programme, followed by the Integrated Skills in Context Programme. The Concise Writing Programme focused on English writing skills and grammar in the hope that first-year law students would be able to transfer these generic writing skills to the more specific legal discourse within which they were learning to operate. The Law School reviewed the success of this initial programme and found that students who took part in the programme not only lacked the motivation to learn generic English writing skills, but that they also did not find it easy to transfer these skills to the more specific legal writing environment. The Law School then implemented a second legal writing intervention – The Integrated Skills in Context Programme. This programme acknowledged the fact that legal writing has a multi-faceted nature, encompassing legal analysis and application, as well as logical sequencing and argument, all of which could not be taught in a vacuum, particularly when most of the student base was largely unfamiliar with any form of legal discourse and many had English as a second language. This paper recognises that there is no silver bullet to improving the legal writing skills of these students. The reality is that it will take hard work as well as financial incentives to make a difference to these students' legal writing skills. Our students need intensive one-on-one attention by qualified academics, and this means that those doing the instruction must be recognised and adequately compensated.
This study investigated the influences of professional skills and personal competencies on job performances of registry staff in University of Ibadan, Nigeria. The study adopted the survey research deign while 102 registry staff participated. Finding from the study revealed that registry staff in University of Ibadan presses ...
Rende, Deniz; Rende, Sevinc; Baysal, Nihat
We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…
Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers. Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative…
Kelley, Craig A.; Bridges, Claudia
According to recent studies in academic journals, business practitioners have expressed the view that marketing graduates lack certain professional and career skills. In addition, informal discussions with campus recruiters have suggested that their experience is very similar. This exploratory study reports the results of a survey of the…
Full Text Available Research indicates that concern is often expressed about the language and discourse skills new students bring with them when they first enrol at university, which leads to assumptions being made about their academic abilities. In this paper, an argument is developed through detailed analysis of student writing, that many new first year students have nascent Higher Order Thinking Skills and the potential to be successful in their studies. The work of Robert Marzano and his associates (Marzano, 2001; Marzano & Kendall, 2007, 2008 is applied to student writing.
Lundgren, Solveig M; Robertsson, Barbro
Generic skills or transferable skills have been discussed in terms of whether or not skills learned in one context can be transferred into another context. The current study was aimed to explore nurses' self-perceptions of the knowledge and skills they had obtained while writing a Bachelor's thesis in nursing education, their experience of the extent of transfer and utilization in their current work. Responding nurses (N=42) had all worked from 1 to 1.5 years after their final examination and had completed a questionnaire that was structured with open-ended questions. Only five nurses reported that they were unable to use any of the knowledge and skills they had obtained from writing a thesis. A majority of the nurses (37/42) could give many examples of the practical application of the skills and knowledge they had obtained. Our findings indicate that writing a thesis as part of an undergraduate degree program plays a major role in the acquisition and development of knowledge and skills which can subsequently be transferred into and utilized in nursing practice. Copyright © 2012 Elsevier Ltd. All rights reserved.
Full Text Available Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behaviour. Methods: This was performed as a qualitative study. The research population consisted of instructors of “Introduction to Clinical Medicine” who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model. Results: After coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing selfconfidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job. Conclusion: Considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians’ continuing
Full Text Available This study investigates university students' perceptions towards an English for advanced academic writing purposes (AAW course taught in a private university in the United Arab Emirates. It probes into the relevance of the skills taught to the students' academic disciplines. Data was gathered through a short survey administered to students who successfully completed the course. The transferability of skills was measured in light of some of the learning objectives of the AAW stated in its syllabus. Findings indicated positive students' attitudes towards the AAW course. They also revealed that some learning outcomes did transfer to students' writing tasks in their major courses. However, transfer of these skills was more noticeable in some university disciplines (e.g. English more than others (e.g. Business Administration. Detailed explanations of reasons and contexts for skill transfer are presented. This research concludes with some pedagogical recommendations and suggestions for course improvement and further research.
Hund, Alycia M.; Bueno, Daisy
Our goal was to document professional skills and attitudes gained via out-of-class teaching and research experiences during the undergraduate years. Qualitative analysis of reflection papers revealed that students noted gains in professional skills, communication skills, interpersonal skills, and intrapersonal skills. Importantly, students also…
Pelger, Susanne; Sigrell, Anders
Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to
Kleimann, Susan; Meyers, G. Douglas
The writing center at a Maryland university prepares third-year students for nonacademic, preprofessional writing by using retired professionals as tutors. These tutors are trained by discussing readings centered around the Aristotelean schema of ethos, logos, and pathos and the more recent conception of writing as a problem-solving process. The…
Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.
The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957
Full Text Available The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.
Full Text Available The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.
Karasu, H. Pelin
Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and…
Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly
Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…
Voogt, Joke; McKenney, Susan
This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading,
Ebrahimi, Mohammad Reza; Khoshsima, Hooshang; Zare-Behtash, Esmail
The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study,…
Farshi, Sina Soltanabadi; Safa, Saeedeh Khalili
The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the…
Carr, Jeremy M.
The technique, termed "collaborative critiquing", was developed to teach fundamental technical writing skills to analytical chemistry students for the preparation of laboratory reports. This exercise, which can be completed prior to peer-review activities, is novel, highly interactive, and allows students to take responsibility for their…
Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.
This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…
Janfaza, Abusaied; Shahsavari, Khadijeh; Soori, Afshin
The need for the application of technology in education has been increased. One of the new approaches in technology is using email for learning a second or a foreign language. The present study aimed at investigating the effectiveness of using email in improving writing skills among Iranian EFL students. The participants of the study were 42…
Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Embi, Mohamed Amin; Salehi, Zeinab
Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in…
Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.
The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…
Greenberg, Kathleen P.
A detailed rubric initially designed as a scoring instrument for grading APA-style empirical research reports was tested for its ability to help students improve their scientific writing skills. Students who used the rubric while preparing their reports wrote a higher quality report than did students who did not. Students also improved the quality…
Roberto Barrera Jiménez
Full Text Available This article presents the main results of a research done on improving the process of developing professional skills of students from Computer Engineering degree in the University of Pinar del Rio One of the important elements needed by the students of Informatics, to show greatest potentialities when solving problem situations using languages and programming techniques, is related to the different approaches dealing with the development of skills. The success in this area depends on the didactic procedures to be applied by the discipline.
author Fatma Yuniarti
Full Text Available The action reserach aims at improving the students’ writing skill especially to write advertsements and posters. Both are the short functional texts to be learned at the second semester. According to the data on pre cycle, the students of second semester got difficulties to write advertisements and posters. A treatment was necessary to help the students overcome their problem. To consider the related literature, the writer decided to implement ESA sequence (Harmer 2001 in the class. The elements of teaching in ESA Sequence are Engage (to arouse the students’ interests, Study (learn the language focus, and Activate (use the language freely and communicatively. The data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire. The students’ linguistic competence got increased as shown by the score (58 in pre-cycle, 66 in cycle 1, and 70 in cycle 2. The students’ ability to write the short functional texts also get improved as indicated by the average score on writing tasks (53 in pre-cycle, 63 in cycle 1, 72 in cycle 2. The interest also gets better as shown by the score of the questionnaire (22,3 in pre-cycle, 33,5 in cycle 1, and 37 in cycle 2. It means ESA Sequence can improve the studets’ ability to write advertisements and posters.Key words : advertisement, ESA (Engange Study Activate, poster
Taminiau, Y.T.A.; Ferguson, J.E.
Developing informal client relationships is an essential social skill for service industry professionals, such as accountants. This skill can be considered a form of 'social knowledge', a key enabler in facilitating communications, and helping professionals distinguish themselves from competitors.
Maxwell, Bruce; Schwimmer, Marina
This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the…
This essay builds upon prior attempts to foster linkages between the disciplines of Composition Studies and professional writing. I take up Jennifer Bay's suggestion that service learning is a site for connection and "hospitality" (in a Derridean sense) between these disciplines, advocating for and at the same time complicating Bay's proposal.…
Artemiou, Elpida; Hecker, Kent G; Adams, Cindy L; Coe, Jason B
There is increasing pressure in veterinary education to teach and assess communication skills, with the Objective Structured Clinical Examination (OSCE) being the most common assessment method. Previous research reveals that raters are a large source of variance in OSCEs. This study focused on examining the effect of raters' professional background as a source of variance when assessing students' communication skills. Twenty-three raters were categorized according to their professional background: clinical sciences (n=11), basic sciences (n=4), clinical communication (n=5), or hospital administrator/clinical skills technicians (n=3). Raters from each professional background were assigned to the same station and assessed the same students during two four-station OSCEs. Students were in year 2 of their pre-clinical program. Repeated-measures ANOVA results showed that OSCE scores awarded by the rater groups differed significantly: (F(matched_station_1) [2,91]=6.97, p=.002), (F(matched_station_2) [3,90]=13.95, p=.001), (F(matched_station_3) [3,90]=8.76, p=.001), and ((Fmatched_station_4) [2,91]=30.60, p=.001). A significant time effect between the two OSCEs was calculated for matched stations 1, 2, and 4, indicating improved student performances. Raters with a clinical communication skills background assigned scores that were significantly lower compared to the other rater groups. Analysis of written feedback provided by the clinical sciences raters showed that they were influenced by the students' clinical knowledge of the case and that they did not rely solely on the communication checklist items. This study shows that it is important to consider rater background both in recruitment and training programs for communication skills' assessment.
Sina Soltanabadi Farshi
Full Text Available The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners’ writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the learners were asked to write about it. In class A, the learners had to deliver their assignments to the teacher in classroom; then the teacher wrote the corrective notes on their papers and gave their papers back the next session. In class B, students had to write their assignments on their electronic instruments, and after that send written tasks via email to the teacher, and he also sent the corrective comments on their errors through email. In class C, as control group, no corrective feedback was given to learners’ errors in their written tasks. Moreover, in class C, learners were free to deliver their writings whether in class or by email. The obtained results showed both methods to be effective since the scores of both experimental groups were significantly higher than the scores of control group, but electronic feedback was more effective and profitable than traditional type; because scores of the learners in group B (Electronic feedback were significantly higher than class C (Traditional feedback. Keywords: writing skill, corrective feedback, electronic feedback, traditional feedback
Full Text Available The current study is an attempt to investigate the explicit or the implicit instruction of metadiscourse markers and the writing skill improvement. The participants of the study (N = 90 were female Iranian students at Kish Institute of Science and Technology. Two experimental groups were defined in this study: experimental group “A” which received the explicit instruction of metadiscourse markers and experimental group “B” which were taught implicitly based on Hyland’s (2005 classification of metadiscourse markers. Two instruments were employed in the study: a pretest and a posttest. To elicit the pertinent data, the participants were given a pretest of writing ability to investigate if the learners had knowledge regarding the correct application of metadiscourse markers in their writing. After 8-session treatment, a posttest was administered to compare the participants’ performance in use of matediscourse markers. The findings of the present study indicated that there was a significant difference in the participants’ pretest and posttest writing scores with regard to the application of metadiscourse markers. The findings revealed that metadiscourse instruction had a positive effect on the learners’ writing. In addition, the results showed that both the explicit and the implicit instruction of metadiscourse markers significantly improved participants’ writing ability.
Full Text Available Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for pre-service teachers through learning to write activity approach. The treatment effectiveness was determined by considering the effect size and normalized gain percentage, while the hypothesis was tested using “the Kruskal-Wallis test”. The research results showed that scaffolding between the stages of planning and translating plans into text was effective in improving pre-service physics teachers’ ability of writing physics teaching materials and was similarly effective in improving their conceptual understanding of the topics of electromagnetism, waves, and optics. Learning to write activity implemented in the course of physics with selected topics was effective in improving the ability of pre-service teachers in translating among different modes of representation and making multiple concept representations. The hypothesis test demonstrated that there was a significant difference in the abilities of writing teaching materials and conceptual understanding between experimental and control classes.
Rachel Elizabeth Scott
Full Text Available A Review of: Shao, X., & Purpur, G. (2016. Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6, 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006 Abstract Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade. Design – Online, multiple-choice survey. Setting – Public research university in North Carolina, United States of America. Subjects – Freshmen students enrolled in either first-year seminar (UCO1200 or basic English writing course (ENG1000. Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category, number of library instruction sessions attended, and the names of library services utilized. The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized. Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004 and final course grades (n=345, r=0.112, p=0.037. Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007, and final
Full Text Available Abstract This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1, the type of high school they graduated, and their exposure to media and technology in order to learn English. It also determines the categories in which the errors are committed (content, organisation/discourse, vocabulary, mechanics, or syntax and whether or not there is a significant difference in the percentage of errors committed and these categories. Participants of this study are 190 first year students that are asked to write an essay. An error analysis model adapted from Brown (2001 and Gayeta (2002 is then used to evaluate the essay writings in terms of content, organisation, vocabulary, mechanics, and syntax or language use. The results of the study show that the students have greater difficulties in organisation, content, and vocabulary and experience less difficulties in mechanics and syntax.
Ana Carolina Sella
Full Text Available Abstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change.
Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on Writing, 2006). However, there is currently little evidence about the knowledge teachers need to teach writing well, and it is therefore difficult for teacher…
Ptok, M; Meisen, R
The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.
Because students learn from each other as well as lecturers, it is important to create opportunities for collaboration in writing classes. Teachers now benefit from access to plagiarism detectors that can also provide feedback. This exploratory study considers the role of four review types, open and anonymous, involving the students themselves,…
Dwi Sulisworo; Triwati Rahayu; Rifai Nur Akhsan
Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to ...
Yanuarta, Lidya; Gofur, Abdul; Indriwati, Sri Endah
Critical thinking is a complex reflection process that helps individuals become more analytical in their thinking. Empower critical thinking in students need to be done so that students can resolve the problems that exist in their life and are able to apply alternative solutions to problems in a different situations. Therefore, Think Talk Write (TTW) combined Problem Based Learning (PBL) were needed to empowered the critical thinking skills so that students were able to face the challenges of...
Kgapola, Mmaledimo Prudence
In South Africa skills shortage is a predicament and so is the shortage of professional accountants. Another issue at hand is how educational institutions do not provide studies to equip students with the necessary skills to obtain entry level employment after they graduate. The markets and business environments changing almost every day and so do the skills set required by professional accountants. The purpose of the study is to assist professional accountants in defining the skills required...
Abadel, Fatima T; Hattab, Abdulla S
Professionalism and communication skills constitute important components of the integral formation of physicians which has repercussion on the quality of health care and medical education. The objective of this study was to assess medical graduates' professionalism and communication skills from the patients' perspective and to examine its association with patients' socio-demographic variables. This is a hospital based cross-sectional study. It involved 315 patients and 105 medical graduates selected by convenient sampling method. A modified and validated version of the American Board of Internal Medicine's (ABIM) Patient Assessment survey questionnaire was used for data collection through a face to face interview. Data processing and analysis were performed using the Statistical Package for Social Science (SPSS) 16.0. Mean, frequency distribution, and percentage of the variables were calculated. A non-parametric Kruskal Wallis test was applied to verify whether the patients' assessment was influenced by variables such as age, gender, education, at a level of significance, p ≤ 0.05. Female patients constituted 46% of the sample, whereas males constituted 54%. The mean age was 36 ± 16. Patients' scoring of the graduate's skills ranged from 3.29 to 3.83 with a mean of 3.64 on a five-point Likert scale. Items assessing the "patient involvement in decision-making" were assigned the minimum mean values, while items dealing with "establishing adequate communication with patient" assigned the maximum mean values. Patients, who were older than 45 years, gave higher scores than younger ones (p communication skills at a good level. Patients' age and educational level were significantly associated with the rating level.
Poirier, Therese I; Stamper-Carr, Connie; Newman, Kate
To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities. A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes. The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course. The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills. The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards. Copyright © 2017 Elsevier Inc. All rights reserved.
O'Brien, Orna; Dowling-Hetherington, Linda
This paper discusses the design and delivery of support for academic writing skills development. The paper also presents a case study of such support on an undergraduate, part-time degree programme at University College Dublin (UCD). Elton (2010) suggests that the approach to academic writing is discipline dependent and that neither specialists in academic writing nor practising academics in a discipline can separately provide students with the necessary support to develop the ability to writ...
Middlesex Community Coll., Bedford, MA.
This document describes the Software Technical Writing Program at Middlesex Community College (Massachusetts). The program is a "hands-on" course designed to develop job-related skills in three major areas: technical writing, software, and professional skills. The program was originally designed in cooperation with the Massachusetts High…
Tse, Linda F. L.; Siu, Andrew M. H.; Li-Tsang, Cecilia W. P.
Although copying and name writing skills are regarded as the indicators of handwriting development in alphabetic writing systems, there is limited information on logographs such as Chinese. Chinese characters are not only simply a combination of strokes as letters in English, but also place a great demand on visuospatial ability to maintain good…
Full Text Available This paper addresses to evaluate and assess the students’ competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural Secondary schools from public and private sector. Forty (40 Secondary schools of District Bahawalnagar, Pakistan were taken using stratified sampling. A sample consisting of 440 students (11students from each school was randomly selected using a table of random numbers. An achievement test consisting of different items was developed to assess the students’ competency and capability in sub-skills of writing such as word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. Mean score and standard deviation were used to analyze the students’ proficiency in each sub-skill. The t-test was applied to make the comparison on the bases of gender, density and public and private sector. The overall performance of all the students was better in comprehension as compared to other sub-skills namely word completion, sentence making/syntax, tenses/grammar and handwriting. The analysis, based on t-value, revealed no significant difference between the performance of male and female students and the students of public and private schools, whereas there was a significant difference between the performance of urban and rural students.
Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir
This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…
Full Text Available The need for the application of technology in education has been increased. One of the new approaches in technology is using email for learning a second or a foreign language. The present study aimed at investigating the effectiveness of using email in improving writing skills among Iranian EFL students. The participants of the study were 42 pre-intermediate Iranian EFL students in an English language institute in Shiraz, Iran. The participants were randomly assigned into an experimental and a control group. Each group consisted of 21 participants. The treatment continued for three weeks and 3 sessions a week. The students in the experimental group used email for sending their assignments. These students were in contact with their teacher via email and asked writing questions. In contrast, the students in the control group taught writing without using the computer in traditional way. To be sure of homogeneity of the participants, a pre-test was administered before the treatment. After three weeks treatment, a post-test was administered to check the students’ improvement in writing. The findings revealed that the students in in the experimental group performed significantly better than the students in the control group.
Full Text Available Girls are more likely to outperform boys in the development of writing skills. This study considered gender differences in language and working memory skills as a possible explanation for the differential rates of progress. Sixty-seven children (31 males and 36 females (M age 57.30 months participated. Qualitative differences in writing progress were examined using a writing assessment scale from the Early Years Foundation Stage Profile (EYFSP. Quantitative measures of writing: number of words, diversity of words, number of phrases/sentences and grammatical complexity of the phrases/sentences were also analysed. The children were also assessed on tasks measuring their language production and comprehension skills and the visuo-spatial, phonological, and central executive components of working memory. The results indicated that the boys were more likely to perform significantly less well than the girls on all measures of writing except the grammatical complexity of sentences. Initially, no significant differences were found on any of the measures of language ability. Further, no significant differences were found between the genders on the capacity and efficiency of their working memory functioning. However, hierarchical regressions revealed that the individual differences in gender and language ability, more specifically spoken language comprehension, predicted performance on the EYFSP writing scale. This finding accords well with the literature that suggests that language skills can mediate the variance in boys’ and girls’ writing ability.
Yahia Ashour Mohammed AlKhoudary
Full Text Available This study explores the role of writing in developing students’ critical thinking. It also sheds light on traditional writing assignments which fail to help students develop their comprehension of course content and evaluate their writing products critically. Moreover, this probe is to discover learners and teachers’ attitude towards the role of critical thinking in promoting the writing skills at AlBuraimi University College (BUC. The result of this study focuses on the effect of integrating critical thinking on learners’ performance. The procedure of this investigation is based on a combination of qualitative, quantitative (1 one hundred students who are taking writing course are selected randomly and divided into two groups; (2 pre- and posttests conducted to both groups; (3 twenty teachers were selected randomly (10 males and 10 females; questionnaires are administered to EFL teachers at BUC. The findings of this study illustrate that students who write critically are mostly motivated and their performance is affected positively. It also reveals that there are significant differences in posttest scores between treatment and controlled group. Moreover, teachers’ response to questionnaire supports the idea of integrating critical thinking in teaching the writing skills at BUC. Thus, is recommended that teachers should use thinking skills to enhance students’ writing performance and creativity.
Fouché, J. P.; Kgapola, M. P.
In South Africa, not only is the shortage in skills a general predicament, but so also is the shortage of professional accountants. The markets and business environments are changing almost every day and so do the skills sets required by professional accountants. The purpose of the study is to assist professional accountants in defining the skills required for management positions and to enable them to plan their careers better. A cross-sectional survey was used. The majority of participants ...
Rossana Perez del Aguila
Full Text Available ABSTRACT: This article presents the findings of an action research project carried out in 2012 with 12 first-year university students taking ‘Education Studies’ in a university in England. The aim of the project was to explore the best ways to support students’ academic writing skills. The literature review highlights the challenges students encounter when trying to learn the discourse of adiscipline; and in the light of this examination, a reflection on the strengths and weaknesses of my own practice provides the context for carrying out an action research project. The teaching intervention was assessed using the following methods of data collection: questionnaires and semi-structured interviews with students, and content analysis of my own feedback on student’s final assignments. The outcomes of the research demonstrate that students’ difficulties with their academic writing are related to their struggle to understand specialized concepts, theories and methods of the discipline.
Paula Andrea Caicedo Triviño
Full Text Available Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.
Full Text Available Abstract. First grade students of SDN Rancamulya Sumedang showed a lack of interest in writing through the copying technique so that the ability of the students has not reached the ex-pected level. This is because the students do not have the correct concept about writing activities with copying techniques. The research aims to examine the application of satay word game tech-nique to improve students’ writing skills. The method used was classroom action research. The instruments used were guidelines for observation, interview, test, and field notes. Based on the results obtained from the first cycle and the second cycle, the implementation of word satay game improved students' writing skills. The results also suggest that teachers should increase the quality of teaching particularly in the mastery of the material, self-discipline, interest and motivation, as well as the use of active and creative teaching in the learning process Abstrak. Penelitian dilatarbelakangi adanya kenyataan yang menunjukkan kurangnya minat siswa kelas I SDN Rancamulya Kec. Sumedang Utara, Kab. Sumedang dalam menulis melaui teknik mencontoh sehingga kemampuan siswa belum mencapai tingkat yang diharapkan. Kenyataan tersebut dikarenakan siswa kurang memiliki konsep yang benar mengenai kegiatan menulis dengan teknik mencontoh. Penelitian bertujuan menguji aplikasi teknik permainan sate kata untuk meningkatkan keterampilan menulis. Metode penelitian yang digunakan penelitian tindakan kelas. Instrumen yang digunakan yaitu pedoman observasi, pedoman wawancara, tes hasil belajar, dan catatan lapangan. Berdasarkan hasil yang diperoleh dari siklus I hingga siklus II terlihat perubahan yang positif dari pelaksanaan tindakan dan terbukti permainan sate kata dapat meningkatkan keterampilan menulis pada siswa kelas I SD Rancamulya Sumedang. Guru selayaknya harus meningkatkan kualitas pembelajaran menulis khususnya penguasaan materi, disiplin diri, minat dan motivasi yang tinggi
A major concern with computer-based (CB) tests of second-language (L2) writing is that performance on such tests may be influenced by test-taker keyboarding skills. Poor keyboarding skills may force test-takers to focus their attention and cognitive resources on motor activities (i.e., keyboarding) and, consequently, other processes and aspects of…
Research linking reading literary fiction to empathy supports health humanities programs in which reflective writing accompanies close readings of texts, both to explore principles of storytelling (narrative arc and concrete language) and to promote an examination of biases in care. Little attention has been paid to the possible contribution of guided fiction-writing in health humanities curricula toward enhancing cultural competence among health professionals, both clinical and community-based. Through an analysis of the short story "Pie Dance" by Molly Giles, juxtaposed with descriptions of specific writing exercises, this paper explains how the demands of writing fiction promote cultural competency.
Sevig, Todd; Bogan, Yolanda; Dunkle, John; Gong-Guy, Elizabeth
Administrative writing is a crucial skill needed for the counseling center professional to be able to transmit knowledge and values for the rest of the campus community. This article highlights both conceptual and technical aspects of effective writing.
Full Text Available Management of investor relations is of utmost importance for a company that raises capital for its operations and projects in the capital market. Investor relations is a function through which the company develops investor confidence in the company and its business operations by establishing a continuous flow of information from the company to the investors on the basis of which investors can make an informed decision about investing in that company, and a flow of information from the investors to the company on the basis of which the company can draw conclusions on the requirements, needs and expectations of investors. Since this is an interdisciplinary function of the company, professionals with a broad range of knowledge and skills work in investor relations. This paper identifies the required knowledge and skills that are minimally required in order for a person in investor relations to be able to fulfil the basic task of this function, the purpose of which is to develop investor confidence in the company and its business operations in order to secure access to investor capital for the company.
Kadir; Adelina, R.; Fatma, M.
Many researchers have studied the Writing in Performance Task (WiPT) strategy in learning, but only a few paid attention on its relation to the problem-posing skill in mathematics. The problem-posing skill in mathematics covers problem reformulation, reconstruction, and imitation. The purpose of the present study was to examine the effect of WiPT strategy on students’ mathematical problem-posing skill. The research was conducted at a Public Junior Secondary School in Tangerang Selatan. It used a quasi-experimental method with randomized control group post-test. The samples were 64 students consists of 32 students of the experiment group and 32 students of the control. A cluster random sampling technique was used for sampling. The research data were obtained by testing. The research shows that the problem-posing skill of students taught by WiPT strategy is higher than students taught by a conventional strategy. The research concludes that the WiPT strategy is more effective in enhancing the students’ mathematical problem-posing skill compared to the conventional strategy.
Professional nurses, and certainly those in academia and nursing service leadership positions, are experiencing an increasing need for writing skills. Among the most important skills required for scholarly writing are those relating to critical thinking. With this in mind, suggestions for scholarly writing in nursing are presented in this article, organized according to Paul's criteria for critical thinking: clarity, precision, specificity, accuracy, relevance, consistency, logicalness, depth, completeness, significance, fairness, and adequacy for purpose. Although becoming proficient in scholarly writing takes time and effort, the rewards in terms of career advancement, professional contributions, and personal satisfaction and enjoyment are considerable.
Findings presented in scientific papers are based on data and software. Once in a while they come along with data - but not commonly with software. However, the software used to gain findings plays a crucial role in the scientific work. Nevertheless, software is rarely seen publishable. Thus researchers may not reproduce the findings without the software which is in conflict with the principle of reproducibility in sciences. For both, the writing of publishable software and the reproducibility issue, the quality of software is of utmost importance. For many programming scientists the treatment of source code, e.g. with code design, version control, documentation, and testing is associated with additional work that is not covered in the primary research task. This includes the adoption of processes following the software development life cycle. However, the adoption of software engineering rules and best practices has to be recognized and accepted as part of the scientific performance. Most scientists have little incentive to improve code and do not publish code because software engineering habits are rarely practised by researchers or students. Software engineering skills are not passed on to followers as for paper writing skill. Thus it is often felt that the software or code produced is not publishable. The quality of software and its source code has a decisive influence on the quality of research results obtained and their traceability. So establishing best practices from software engineering to serve scientific needs is crucial for the success of scientific software. Even though scientists use existing software and code, i.e., from open source software repositories, only few contribute their code back into the repositories. So writing and opening code for Open Science means that subsequent users are able to run the code, e.g. by the provision of sufficient documentation, sample data sets, tests and comments which in turn can be proven by adequate and qualified
Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.
Ammar Abdullah Mahmoud Ismial
Full Text Available The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed. Keywords: Reflective blogfolios, argumentative writing skills, ways of knowing
Wida Sopia Marwa
Full Text Available This research aims at finding the positive correlation between extroversion personality and students’ argumentative essay writing skill. The objective of this research is to know the correlation between extroversion personality and students’ argumentative essay of sophomore English Department students in University of Kuningan. The population in this research was all sophomore English Department students with total 60 students. A convenience purposive sampling was applied to get the sample students. The samples of this research were 12 extrovert students. From the results of statistical tests to test the correlation between two variables, this research used Pearson product moment. As the result of the calculation, it was found that r-observed (0,778 > t-tables (0, 532. Then, based on the hypothesis test with two tail test, the result of hypothesis test obtained t-observed (3, 917 > t-tables (1, 782. Thus, it can be concluded that Ha was accepted and there was a correlation between extroversion personality and students’ argumentative essay writing skill.
Full Text Available Abstract: The objective of this study was to find out whether or not there was significant difference between students who were taught using picture word inductive model (PWIM and that of those who were not. The experimental method was used to conduct the study. The population of this study was the eighth grade students in SMP N 1 Sirah Pulau Padang. Out of this pouplation, 68 students were taken as a sample and were divided equally into two groups by using purposive sampling method. Therefore, class VIII 1 was the experimental group whereas VIII 3 as the control group, each of them consists of 34 students. The data were collected by asking students to write descriptive paragraph. To find out the validity, content validity was used. Inter-rater reliability was used to find out the reliability. T-test was used to analyze the data. Based on the result, the value of t-obtained was 3.155, at the significant level p<0.05 in two tailed testing with do = 66, the critical value of t-table = 1.9966. Since the value of t-obtained was higher than t-table, the Null Hypotheses (Ho was rejected and Alternative Analysis (Ha was accepted. It meant that there was significant difference between students who were taught using picture word inductive model (PWIM and that of those who were not. In conclusion, PWIM could help students to develop writing skill. Key Word: Writing skill, Picture Word Inductive Model (PWIM.
Educators and marketing professionals agree that course-work must address interpersonal communication skills and ethical decision making in addition to traditional business functions and skills. This article describes an innovative approach to teaching the professional selling course in which students enhance their competency in these areas…
Swanson, Dewey A.; Phillips, Julie
In this paper we follow up "Developing Growing Need for Soft-Skills in IT Professionals," a paper from the 2003 ASCUE Conference. In that paper we examined the need for "soft-skills" by information technology professionals. In the current economic climate, IT outsourcing is becoming increasingly popular. Our Columbus, Indiana…
Bullis, Michael; Reiman, John W.
Surveyed national sample of 307 professionals in relevant fields to obtain professional opinion on critical competencies necessary for deaf individuals to live and work successfully in the community. Findings identified 12 critical skills in employment and 10 critical skills in independent living. (Author/NB)
Lim, Zoe; Anderson, C.; McGrath, S.
The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills…
Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier
Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and…
As library and information science (LIS) becomes an increasingly technology-driven profession, particularly in the academic library environment, questions arise as to the extent of information technology (IT) knowledge and skills that LIS professionals require. The purpose of this paper is to ascertain what IT knowledge and skills are needed by…
Davis, Lindsay E
To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.
Raleigh, Mary; Allan, Helen
To explore multiple perspectives on the use of physical assessment skills by advanced nurse practitioners in the UK. Physical assessment skills practices are embedded in advanced nursing practice roles in the UK. There is little evidence on how these skills are used by advanced nurse practitioners in the community. Case study. A qualitative interpretative single-embedded case study of 22 participants from South of England. A framework method analysed interview data collected by the researcher between March-August 2013. Participants included nurses, doctors, nurse educators and managers. Physical assessment skills education at universities is part of a policy shift to develop a flexible workforce in the UK. Shared physical assessment practices are less to do with role substitution and more about preparing practitioners with skills that are fit for purpose. Competence, capability and performance with physical assessment skills are an expectation of advanced nursing practice. These skills are used successfully by community advanced nurse practitioners to deliver a wide range of services in response to changing patient need. The introduction of physical assessment skills education to undergraduate professional preparation would create a firm foundation to develop these skills in postgraduate education. Physical assessment education prepares nurses with the clinical competencies to carry out healthcare reforms in the UK. Shared sets of clinical assessment competencies between disciplines have better outcomes for patients. Levels of assessment competence can depend on the professional attributes of individual practitioners. Unsupportive learning cultures can hinder professional development of advanced nursing practice. © 2016 John Wiley & Sons Ltd.
Sahoo, Soumendra; Mohammed, Ciraj Ali
This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.
Full Text Available Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.
To illustrate how genre pedagogy and public writing pedagogy can inform one another, this program profile describes the second-semester composition course at University of North Dakota, ENGL 130: College Composition II: Writing for Public Audiences. In this course, genre works as a rhetorical bridge across an interlinked sequence of research,…
Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha
Critical thinking (CT) is an essential tool for rehabilitation professionals in the 21st century. Well developed CT skills are indicated for rehabilitation professionals in the new century to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…
Shaarawy, Hanaa Youssef
Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…
Abraham, Pauline J
This study aims to determine whether participation in the Nursing Leadership Perspectives Program (NLPP) at Mayo Clinic in Rochester, Minnesota, produced a change in leadership skills, increased professional activities, leadership promotion, and retention rates of participants. The NLPP is an educational program designed to enhance leadership skills and promote professionalism of registered nurses. The 6-month program provides participants with theoretical knowledge, core competencies, and opportunities to practice application of leadership skills. Outcome metrics were collected from registered nurses who completed the program (n = 15). Data analysis included descriptive and nonparametric methods. Participants reported statistically significant changes in their leadership skills after participation in the program (P = .007) on the Leadership Practices Inventory. Changes in professional behavior were also statistically significant as rated by the Nursing Activity Scale (P = .001). Participants demonstrated a change in leadership skills and professional behavior following the program.
Al-Sayed, Rania Kamal Muhammad; Abdel-Haq, Eman Muhammad; El-Deeb, Mervat Abou-Bakr; Ali, Mahsoub Abdel-Sadeq
The present study aimed at developing the memoir writing skills as a creative non-fiction genre of second year distinguished governmental language preparatory school pupils using the a WebQuest model. Fifty participants from second year at Hassan Abu-Bakr Distinguished Governmental Language School at Al-Qanater Al-Khairia(Qalubia Governorate) were…
Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper…
Fattah, Said Fathy El Said Abdul
The present study was an attempt to determine the effectiveness of using a WhatsApp Messenger as one of mobile learning techniques to develop students' writing skills. Participants were 30 second year college students, English department from a private university in Saudi Arabia. The experimental group (N = 15) used WhatsApp technology to develop…
Liew, Siaw-Cheok; Dutta, Susmita; Sidhu, Jagmohni Kaur; De-Alwis, Ranjit; Chen, Nicole; Sow, Chew-Fei; Barua, Ankur
The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills. This comparative study was conducted for three months at the Clinical Skills and Simulation Centre of the International Medical University in Malaysia. The modified Calgary-Cambridge checklist was used to assess the communication skills of 50 first year and 50 second year medical students (five-minutes pre-recorded interview videos on the scenario of sore throat). These videos were reviewed and scored by simulated patients (SPs), communication skills instructors (CSIs) and non-communication skills instructors (non-CSIs). Better performance was observed among the undergraduate medical students, who had formal training in communication skills with a significant difference in overall scores detected among the first and second year medical students (p = 0.0008). A non-significant difference existed between the scores of SPs and CSIs for Year 1 (p = 0.151). The SPs could be trained and involved in assessment of communication skills. Formal training in communication skills is necessary in the undergraduate medical programme.
Full Text Available Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.
van Opstal, Mary T.; Daubenmire, Patrick L.
Metacognition can be described as an internal conversation that seeks to answer the questions, 'how much do I really know about what I am learning' and, 'how am I monitoring what I am learning?' Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students' practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students' use of these strategies.
In this thesis we describe the organization of speech recognition based writing processes. Writing can be seen as a visual representation of spoken language: a combination that speech recognition takes full advantage of. In the field of writing research, speech recognition is a new writing
Research on the integration of migrant professionals into high-skilled labor markets either focuses on differences between nation states which may be exacerbated by national closure or it celebrates the global versatility of professional knowledge, especially in the natural and health sciences. Building on a pragmatist approach to professional knowledge, the article argues that professional knowledge should not be seen as either universal or local, but both the institutionalized and the incorporated aspects of cultural capital are characterized by 'local universality'. Professionals recreate professional knowledge in specific 'local' situations by relating to universal standards and to internalized 'libraries' of situated expert experience. While the more common notion of knowledge as a socially contested resource continues to be relevant for research on skilled migration, professional knowledge should also be seen as emerging in situations in response to socio-material problems. These problems can be structured by the nation-state, but they can also be transnational in nature.
Irby, David M.; And Others
A University of Washington medical faculty survey identified 43 psychomotor skills deemed essential for physicians by over 60 percent of respondents. A committee of clerkship directors refined the list to 28 skills that should be required for graduation. The data are used to specify educational objectives and design tests. (Author/MSE)
Markova, Veronika; Sørensen, Jette Led; Holm, Charlotte
To evaluate the effect of multi-professional obstetric skills training on the incidence of postpartum hemorrhage (PPH) indicated by red blood cell (RBC) transfusion and time delay in surgical interventions before, during, and after implementation of the training.......To evaluate the effect of multi-professional obstetric skills training on the incidence of postpartum hemorrhage (PPH) indicated by red blood cell (RBC) transfusion and time delay in surgical interventions before, during, and after implementation of the training....
López-García, Xosé; Rodríguez-Vázquez, Ana-Isabel; Pereira-Fariña, Xosé
The paper aims at understanding the intersections between technology and the professional practices in some of the new trends in journalism that are using the new tools: multimedia journalism, immersive journalism, and data journalism. The great dilemma facing journalism when training new professionals--especially the youngest--is not the training…
Full Text Available The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM. This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG, with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT. This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &D approach using Focus Group Discussion (FGD and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; firstly creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and secondly improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application.
Full Text Available Expectations of teachers and employers are not always confirmed by student response and performance. The objective of our research is to find out the perception of final-year undergraduate students towards the contribution of accounting disciplines to shaping and developing skills and competencies, but also to developing student personality. We have found that students prefer courses based on detailed rules rather than courses based on general principles and concepts which require ongoing recourse to professional judgment, scenarios, assumptions, tests, simulations, etc. Concerning professional judgment, students prefer judgments made in financial accounting rather than judgments made for management purposes, which are heavily based on the use of certain competencies such as communication skills, persuasion skills, critical thinking skills, interdisciplinary thinking skills, and decision-making skills.
Sari, Merry Indah; Prabandari, Yayi Suryo; Claramita, Mora
Professionalism is the core duty of a doctor to be responsible to the society. Doctors' professionalism depicts an internalization of values and mastery of professionals' standards as an important part in shaping the trust between doctors and patients. Professionalism consists of various attributes in which current literature focused more on the perspective of the health professionals. Doctors' professionalism may influence patients' satisfaction, and therefore, it is important to know from the patients' perspectives what was expected of medical doctors' professionalism. This study was conducted to determine the attributes of physician professionalism from the patient's perspective. This was a qualitative research using a phenomenology study design. In-depth interviews were conducted with 18 patients with hypertension and diabetes who had been treated for at least 1 year in primary care facilities in the city of Yogyakarta, Indonesia. The results of the interview were transcribed, encoded, and then classified into categories. Communication skills were considered as the top priority of medical doctors' attributes of professionalism in the perspectives of the patients. This study revealed that communication skill is the most important aspects of professionalism which greatly affected in the process of health care provided by the primary care doctors. Doctor-patient communication skills should be intensively trained during both basic and postgraduate medical education.
Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…
McMahon, Cynthia J. Moore
The purpose of this research is to determine if the use of soft skills requirements in job posting advertisements for information technology professional positions has increased since the dissertation study by G. K. Tannnahill in 2007, titled "Study of Soft Skills for IT Workers in Recruitment Advertising," to support prior research…
Bancino, Randy; Zevalkink, Claire
In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…
Warnock, James N.; Mohammadi-Aragh, M. Jean
Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, "Does PBL enable students to develop desirable professional engineering skills?" The desirable skills identified were communication, teamwork, problem…
Eng, Edward; Febria, Catherine
Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…
Santana Arroyo, Sonia
Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…
Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton
Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…
Rapanta, Chrysi; Cantoni, Lorenzo
The phenomenon of endorsing people for their professional skills on LinkedIn is more and more evident, and it grows along with the expansion of this broadly used professional networking website. This article focuses on the ease with which people endorse others and also accept endorsements and the potential impact of this action on people's…
Mauricio Alberto Ángel-Macías
Conclusions: This study shows the urgent need for creating training spaces in pedagogy, didactics and evaluation. In consequence, a model that includes cognitive, methodological, social and personal skills is proposed.
In the student-oriented approach to writing business letters, students work in small groups to write a series of letters. For the first letter, the groups take the role of consumers, writing letters to order merchandise. The letters are written on overhead transparencies and are then critiqued by the other teams, with an emphasis on constructive…
Mongillo, Geraldine; Wilder, Hilary
This qualitative study focused on at-risk college freshmen's ability to read and write expository text using game-like, online expository writing activities. These activities required participants to write descriptions of a target object so that peers could guess what the object was, after which they were given the results of those guesses as…
Full Text Available In article the conceptual model of organization and introduction of distant improvement of professional skill of coaches is developed and analyzed. Advantages of its introduction to coaches training, teachers and higher educational institutions which carry out a professional training for physical training and sports sphere are defined. It is developed the budgetary program project of distant improvement of professional skill of coaches on an example of National university of physical education and sports of Ukraine that consists of three stages: daily organizationally-adjusting session, independent telecommuting and daily final session with attestation.
Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers
Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…
Merry Indah Sari
Full Text Available Background: Professionalism is the core duty of a doctor to be responsible to the society. Doctors′ professionalism depicts an internalization of values and mastery of professionals′ standards as an important part in shaping the trust between doctors and patients. Professionalism consists of various attributes in which current literature focused more on the perspective of the health professionals. Doctors′ professionalism may influence patients′ satisfaction, and therefore, it is important to know from the patients′ perspectives what was expected of medical doctors′ professionalism. Objective: This study was conducted to determine the attributes of physician professionalism from the patient′s perspective. Materials and Methods: This was a qualitative research using a phenomenology study design. In-depth interviews were conducted with 18 patients with hypertension and diabetes who had been treated for at least 1 year in primary care facilities in the city of Yogyakarta, Indonesia. The results of the interview were transcribed, encoded, and then classified into categories. Results: Communication skills were considered as the top priority of medical doctors′ attributes of professionalism in the perspectives of the patients. Conclusion: This study revealed that communication skill is the most important aspects of professionalism which greatly affected in the process of health care provided by the primary care doctors. Doctor-patient communication skills should be intensively trained during both basic and postgraduate medical education.
Teng, Lin Sophie
A plethora of research has found that teachers' beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students' learning to write, there is a paucity of research on writing teachers' beliefs about…
Prior, Susan Vivienne
Effective writing skills are important for success in college, work, and for society. Although there is little argument about the importance of communication skills, there is more debate about whether or not students and graduates are actually attaining these skills. An examination of the impact of completing the college composition course on…
Cheng-Lai, Alice; Li-Tsang, Cecilia W P; Chan, Alan H L; Lo, Amy G W
The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia. A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed. Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β=.32); handwriting speed was related to deficits in rapid automatic naming (β=-.36) and saccadic efficiency (β=-.29), and visual-motor integration predicted both of the number of characters exceeded grid (β=-.41) and variability of character size (β=-.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties. Copyright © 2013 Elsevier Ltd. All rights reserved.
Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier
Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and communications technology (ICT) market. The theoretical foundations of the study are based on the specific literature on active learning methodologies. The Delphi method is used to establish the fit between learning methods and generic skills required by the ICT sector. An innovative proposition is therefore presented that groups the required skills in relation to the teaching method that best develops them. The qualitative research suggests that a combination of project-based learning and the learning contract is sufficient to ensure a satisfactory skills level for this profile of engineers.
Full Text Available Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i Practice skills and (ii Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95 completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs. Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication
Rago, David J.
Writing is a tool students with autism spectrum disorder (ASD) can use to communicate and interact with other people socially and professionally. Strong writing skills may lead to social and economic success, as well as a sense of self-empowerment. Unfortunately, there is very little research related to the use of sentence-writing strategies and…
Purpose: The purpose of this paper is to investigate the effectiveness of the flipped classroom model in teaching and learning as well as the skills that can be acquired by students after being exposed to this learning style. Design/methodology/approach: This paper uses a qualitative case study design. In total, 20 students, from various majors,…
Dubrowski, Adam; Alani, Sabrina; Bankovic, Tina; Crowe, Andrea; Pollard, Megan
Simulation is an important training tool used in a variety of influential fields. However, development of simulation scenarios - the key component of simulation - occurs in isolation; sharing of scenarios is almost non-existent. This can make simulation use a costly task in terms of the resources and time and the possible redundancy of efforts. To alleviate these issues, the goal is to strive for an open communication of practice (CoP) surrounding simulation. To facilitate this goal, this report describes a set of guidelines for writing technical reports about simulation use for educating health professionals. Using an accepted set of guidelines will allow for homogeneity when building simulation scenarios and facilitate open sharing among simulation users. In addition to optimizing simulation efforts in institutions that are currently using simulation as an educational tool, the development of such a repository may have direct implications on developing countries, where simulation is only starting to be used systematically. Our project facilitates equivalent and global access to information, knowledge, and highest-caliber education - in this context, simulation - collectively, the building blocks of optimal healthcare.
Thunyalak Polsuk; Nutprapha K. Dennis, Ph.D
This study aims to evaluate the usefulness of a commercial textbook entitle “Skillful: Reading & Writing, Student’s Book 1”, written by David Bohlke with Dorothy E. Zemach as a series consultant, published by Macmillan publisher. The study also explores the appropriateness for considering to teaching university EFL students. The result of this study assists English teachers in choosing textbooks which will be most appropriate to the learners at various level to develop their reading and writi...
LaFromboise, Teresa D.
This manual is a resource guide for organizing leadership training workshops for American Indian women at various levels of professional training. The resources and ideas for training were supplied by American Indian women who participated in such workshops. Section 1 of the manual presents an overview of critical issues in the professionalization…
Lanham, Raymond; And Others
Health professionals tend to view dying patients with two intertwined attitudes. On one hand the patient possesses an irreversible pathological condition and the doctor is obliged to help that patient embrace death with as much dignity as possible. On the other hand, the patient's imminent death is daily testimony to the limits of the doctor's…
Alvarez Gutierrez, N.; Buedo, J. L.
The presence of commanders in the field is a growing need in the nuclear sector. The education, training and monitoring of the leaders involved in monitoring programs, allow have a group of nuclear professionals that offer specific and useful feedback and helps improve plant safety.
Pappas, Marjorie L.
Presents a thematic unit for middle schools on editorial writing, or persuasive writing, based on the Pathways Model for information skills lessons. Includes assessing other editorials; student research process journals; information literacy and process skills; and two lesson plans that involve library media specialists as well as teachers. (LRW)
Fleming, Michael; Olsen, Dale; Stathes, Hilary; Boteler, Laura; Grossberg, Paul; Pfeifer, Judie; Schiro, Stephanie; Banning, Jane; Skochelak, Susan
Educating physicians and other health care professionals about the identification and treatment of patients who drink more than recommended limits is an ongoing challenge. An educational randomized controlled trial was conducted to test the ability of a stand-alone training simulation to improve the clinical skills of health care professionals in alcohol screening and intervention. The "virtual reality simulation" combined video, voice recognition, and nonbranching logic to create an interactive environment that allowed trainees to encounter complex social cues and realistic interpersonal exchanges. The simulation included 707 questions and statements and 1207 simulated patient responses. A sample of 102 health care professionals (10 physicians; 30 physician assistants or nurse practitioners; 36 medical students; 26 pharmacy, physican assistant, or nurse practitioner students) were randomly assigned to a no training group (n = 51) or a computer-based virtual reality intervention (n = 51). Professionals in both groups had similar pretest standardized patient alcohol screening skill scores: 53.2 (experimental) vs 54.4 (controls), 52.2 vs 53.7 alcohol brief intervention skills, and 42.9 vs 43.5 alcohol referral skills. After repeated practice with the simulation there were significant increases in the scores of the experimental group at 6 months after randomization compared with the control group for the screening (67.7 vs 58.1; P virtual reality simulation to demonstrate an increase in the alcohol screening and brief intervention skills of health care professionals.
Kahraman, Nilgün; Hiçdurmaz, Duygu
This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in
Allington, Ruth; Fernandez-Fuentes, Isabel
There is consensus that reliable ground models, based on a sound understanding of the geology and surface processes are vital as a basis for natural hazard identification and risk assessment, and there is a great deal of skill and experience in the geoscience community with mapping, modelling and predicting natural hazards and their likely impacts. This presentation will highlight the contributions of geology and geomorphology in the identification of natural hazards and mitigation of their impacts. It will then consider a range of "professional skills" that are needed by geoscientists working with other specialists and non-specialists (e.g. engineers, emergency services, land-use planners, architects responsible for building codes, politicians, regulators, the public etc) alongside technical and scientific excellence. It will argue that development and application of both scientific/technical and professional skills is essential to ensure that the maps, models and other data relevant to natural hazards and environmental change are used to provide effective public protection through communication, land-use planning and planning for resilience. The professional skills of particular importance include interdisciplinary collaboration; project management; cost-benefit analysis; effective communication with specialists and non specialists (especially the public); and facilitative skills. All the technical, scientific and professional skills need to be applied competently and with the highest standards of ethical underpinning. The contribution will consider how this can be achieved (or at least facilitated) through professional training, award of professional titles, licensure etc, drawing on international examples of best practice in professional codes of conduct and regulation directed to the protection of the public.
Gattrell, William T; Hopewell, Sally; Young, Kate; Farrow, Paul; White, Richard; Wager, Elizabeth; Winchester, Christopher C
Authors may choose to work with professional medical writers when writing up their research for publication. We examined the relationship between medical writing support and the quality and timeliness of reporting of the results of randomised controlled trials (RCTs). Cross-sectional study. Primary reports of RCTs published in BioMed Central journals from 2000 to 16 July 2014, subdivided into those with medical writing support (n=110) and those without medical writing support (n=123). Proportion of items that were completely reported from a predefined subset of the Consolidated Standards of Reporting Trials (CONSORT) checklist (12 items known to be commonly poorly reported), overall acceptance time (from manuscript submission to editorial acceptance) and quality of written English as assessed by peer reviewers. The effect of funding source and publication year was examined. The number of articles that completely reported at least 50% of the CONSORT items assessed was higher for those with declared medical writing support (39.1% (43/110 articles); 95% CI 29.9% to 48.9%) than for those without (21.1% (26/123 articles); 95% CI 14.3% to 29.4%). Articles with declared medical writing support were more likely than articles without such support to have acceptable written English (81.1% (43/53 articles); 95% CI 67.6% to 90.1% vs 47.9% (23/48 articles); 95% CI 33.5% to 62.7%). The median time of overall acceptance was longer for articles with declared medical writing support than for those without (167 days (IQR 114.5-231 days) vs 136 days (IQR 77-193 days)). In this sample of open-access journals, declared professional medical writing support was associated with more complete reporting of clinical trial results and higher quality of written English. Medical writing support may play an important role in raising the quality of clinical trial reporting. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go
Evgeiy Nikolaevich Boyarov
Full Text Available The article looks at the problem of estimating professional skills of students, the process of their building and assessing their level in IT-based controlled educational environment of a university. The author presents research findings of professional skills level of future educational professionals in the field of Life Safety based on their academic results.Goal: to develop and show by experiments efficiency of building professional skills of students in IT-based controlled educational environment of a university.Results: increasing the level of professional skills in IT-based controlled educational environment of a university.Scope of application of results: field of higher professional education.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-1 Life Safety or Fundamentals of Health and Safety is a secondary school subject, which involves teaching basic rules of how to act in dangerous situations in everyday life (natural disasters, fires, terrorist attacks, etc., provide first aid, etc.
Lívia Chaves de Melo
Full Text Available In this paper we investigate citation practices of scientific literature in reflexive writing from the genre of supervised pre-service training report produced by pre-service teachers enrolled in the mandatory pre-service training subject of English Language Teaching, at an undergraduate language teaching course. The aim of this research is to analyze how these pre-services teacher represent themselves based on citation practices of scientific literature, and characterize some of the functions deployed by the citations in the reflexive writing emerging in the academic sphere. We use the dialogic approach to language from Bakhtinian studies as a theoretical base, as well as theoretical and methodological contributions regarding types of sequences and of discourse proposed by Adam and Bronckart. The results of this research show that the practice of citation of scientific literature is an invocation of authority as a form of erudition, amplification and ornamentation of the discourse produced. This practice can also guide pedagogical action developed by pre-service teachers in their supervised training.
Sullivan, Courtney; Bilsborough, Johann C; Cianciosi, Michael; Hocking, Joel; Cordy, Justin; Coutts, Aaron J
To examine the influence of quarter outcome and the margin of the score differential on both the physical activity profile and skill performance of players during professional Australian Football matches. Prospective, longitudinal. Physical activity profiles were assessed via microtechnology (Global Positioning System and accelerometer) from 40 professional AF players from the same team during 15 Australian Football League games. Skill performance measures (involvement and effectiveness) and player rank scores (Champion Data(©) Rank) were provided by a commercial statistical provider. The physical performance variables, skill involvements and individual player performance scores were expressed relative to playing time for each quarter. The influence of the quarter result (i.e. win vs. loss) and score margin (i.e. small: 19 points) on activity profile and skill involvements and skill efficiency performance of players were examined. Skill involvements (total disposals/min, long kicks/min, marks/min, running bounces/min and player rank/min) were greater in quarters won (all p14.5 km h(-1), HSR/min), sprints/min and peak speed were higher in losing quarters (all pProfessional AF players are likely to have an increased physical activity profile and decreased skill involvement and proficiency when their team is less successful. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
Houston, Cynthia R.
Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…
Jiménez, Juan E.; Marco, Isaac; Suárez, Natalia; González, Desirée
This study had two purposes: examining the internal structure of the "Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado" (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A…
Thurman, Neil; Doerr, Konstantin; Kunert, Jessica
The availability of data feeds, the demand for news on digital devices, and advances in algorithms are helping to make automated journalism more prevalent. This article extends the literature on the subject by analysing professional journalists’ experiences with, and opinions about, the technology. Uniquely, the participants were drawn from a range of news organizations—including the BBC, CNN, and Thomson Reuters—and had first-hand experience working with robo-writing software provided by one...
Professionals in the workplace are rarely asked to write autobiographical essays. Such essays, however, are an excellent tool for helping students explore their growth as professionals. This article explores the use of such essays in a technical writing class.
Nigon, D L
Health-care sales continues to be an area of opportunity for many laboratory professionals. For those who possess the necessary skills and the desire to enthusiastically embrace the unique challenges of a sales career, a new CLMA publication by CLMR contributor Donna L. Nigon, MT(ASCP), titled Sales Skills for Health-Care Professionals, will provide the knowledge of sales structure and techniques needed to succeed. This Sales Skills excerpt, "The Emotional Side of Sales," describes many of the emotional aspects of sales and selling, including how to handle the transition from a technical or medical role to that of sales representative, relationship building, maintaining personal and professional support systems, dealing with rejection, avoiding burnout, time management, and customer concerns. For more information about this book, please see the order form that accompanies this excerpt, or visit www.clma.org.
Locke, Terry; Whitehead, David; Dix, Stephanie
This paper arises from a two-year project: "Teachers as writers: Transforming professional identity and classroom practice'" and draws on self-efficacy questionnaire data collected at the beginning and end of the project and interview data from five participating high-school teachers who were also co-researchers in the project.…
Realizing the importance of writing skills in communicating with other professionals and in educating the public, scientists and scientific institutions have renewed their interest in the writing education of science students. Informal surveys show that technological and engineering schools are reinstituting writing requirements and staffing the…
Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui
To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
Allen, George J.
A traditional abnormal psychology course was restructured to emphasize writing using a personalized system of instruction. The major benefit was that students showed significant improvement in writing style and clarity. The major costs of the course were the high student turnover and the abnormally large workload for students and instructor. (RM)
Tops, W.; Callens, M.; Van Cauwenberghe, E.; Adriaens, J.; Brysbaert, M.
To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults
Advertising is regarded as a mirror of society because it is a business involving people.Therefore,an analysis of advertising discourse is essential for the explanation of their social functions.The purposes to find out the writing patterns of English advertising discourse,and discover the way for English discourse writing.
Asaro-Saddler, Kristie; Muir-Knox, Haley; Meredith, Holly
Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing…
There are main provisions of modular training program by “Theory of Automatic Control” for students of technical universities is treating. Analyze of advantages and disadvantages of modular training system in comparison with the traditional system in the formation of future engineers’ professional skills. Detection of changes in the level of learning, basic skills and motivational sphere of students en-rolled in the modular training program.
Fleming, Michael; Olsen, Dale; Stathes, Hilary; Boteler, Laura; Grossberg, Paul; Pfeifer, Judie; Schiro, Stephanie; Banning, Jane; Skochelak, Susan
Background Educating physicians and other health care professionals to identify and treat patients who drink above recommended limits is an ongoing challenge. Methods An educational Randomized Control Trial (RCT) was conducted to test the ability of a stand alone training simulation to improve the clinical skills of health care professionals in alcohol screening and intervention. The “virtual reality simulation” combines video, voice recognition and non branching logic to create an interactive environment that allows trainees to encounter complex social cues and realistic interpersonal exchanges. The simulation includes 707 questions and statements and 1207 simulated patient responses. Results A sample of 102 health care professionals (10 physicians; 30 physician assistants [PAs] or nurse practitioners [NPs]; 36 medical students; 26 pharmacy, PA or NP students) were randomly assigned to no training (n=51) or a computer based virtual reality intervention (n=51). Subjects in both groups had similar pre-test standardized patient alcohol screening skill scores – 53.2 (experimental) vs. 54.4 (controls), 52.2 vs. 53.7 alcohol brief intervention skills, and 42.9 vs. 43.5 alcohol referral skills. Following repeated practice with the simulation there were significant increases in the scores of the experimental group at 6 months post-randomization compared to the control group for the screening (67.7 vs. 58.1, pvirtual reality simulation to demonstrate an increase in the alcohol screening and brief intervention skills of health care professionals. PMID:19587253
Full Text Available This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks.
Archambault, Patrick M; van de Belt, Tom H; Kuziemsky, Craig; Plaisance, Ariane; Dupuis, Audrey; McGinn, Carrie A; Francois, Rebecca; Gagnon, Marie-Pierre; Turgeon, Alexis F; Horsley, Tanya; Witteman, William; Poitras, Julien; Lapointe, Jean; Brand, Kevin; Lachaine, Jean; Légaré, France
Collaborative writing applications (CWAs), such as wikis and Google Documents, hold the potential to improve the use of evidence in both public health and healthcare. Although a growing body of literature indicates that CWAs could have positive effects on healthcare, such as improved collaboration, behavioural change, learning, knowledge management, and adaptation of knowledge to local context, this has never been assessed systematically. Moreover, several questions regarding safety, reliability, and legal aspects exist. The objectives of this review were to (1) assess the effects of the use of CWAs on process (including the behaviour of healthcare professionals) and patient outcomes, (2) critically appraise and summarise current evidence on the use of resources, costs, and cost-effectiveness associated with CWAs to improve professional practices and patient outcomes, and (3) explore the effects of different CWA features (e.g. open versus closed) and different implementation factors (e.g. the presence of a moderator) on process and patient outcomes. We searched CENTRAL, MEDLINE, Embase, and 11 other electronic databases. We searched the grey literature, two trial registries, CWA websites, individual journals, and conference proceedings. We also contacted authors and experts in the field. We did not apply date or language limits. We searched for published literature to August 2016, and grey literature to September 2015. We included randomised controlled trials (RCTs), non-randomised controlled trials (NRCTs), controlled before-and-after (CBA) studies, interrupted time series (ITS) studies, and repeated measures studies (RMS), in which CWAs were used as an intervention to improve the process of care, patient outcomes, or healthcare costs. Teams of two review authors independently assessed the eligibility of studies. Disagreements were resolved by discussion, and when consensus was not reached, a third review author was consulted. We screened 11,993 studies identified
Aulia Hanifah Qomar
Full Text Available The objective of the research are: (1 to identify weather and to what extend the use of internet-based materials increase students’ skill in developing ideas to write descriptive text; and (2 to describe the strengths and the weaknesses of internet-based materials in this research. The Classroom Action Research which was carried out at Muhammadiyah University of Metro for the third semester in the academic year of 2012/2013. In collecting the data, she used interviews, observations, questionnaires, diaries, documents, and tests. The data were analyzed through Constant Comparative Method and descriptive statistics. The research findings showed that internet-based materials can increase students’ writing skill in developing ideas to write descriptive text. The increase in students’ writing skill includes: 1 The number of appropriate paragraphs in describing something is all describing the topic. 2 The number of appropriate sentences in describing something was all representing main idea in the paragraphs. 3 Students had knowledge able substantive, development of thesis topic relevant to assign topic. 4 Students were fluent expression, ideas clearly stated / support, well organized, logical sequencing, cohesive and correct the generic structure of descriptive text such as identification and description. 5 Students were sophisticated range, effective word or diction choice and usage word from mastery, appropriate register. 6 Students have effective complex construction, few errors of agreement, tense number, word order/function, articles, pronoun, and preposition. 7 Students were demonstrated mastery of conventions, few errors spelling, punctuation, capitalization, paragraphing. The final result of the tests showed that their score were increasing in the mean score; from 69 (pre test to 73 (test in cycle 1, 79 (test in cycle 2, and 81 (in cycle 3. It was above the minimum standard of the school (72. Related to the strengths of internet
Jameson, Daphne A.
In working with business executives, engineers, and government officials to improve their writing, the author learned that it is much easier to teach clarity than tone. To achieve clarity, writers can follow concrete action steps: (1) organize the ideas; (2) write previews and summaries; (3) insert substantive headings; (4) use active verbs; and…
Samuilă, V.; Soporan, V. F.; Conțiu, G.; Pădurețu, S.; Lehene, T. R.; Vescan, M. M.
The paper presents a method of hierarchizing professional skills in the manufacturing of molded parts (castings) by using and adapting the FAHP algorithm (Fuzzy Analitical Hierarchy Process). Assessments are made regarding the peculiarities of the professional training process, specifying the activities to be carried out and the competences necessary for their development. The contribution of the design of the method extends to the design of the hierarchy system architecture, the linguistic determination of the importance of each characteristic, the construction of the fuzzy ordering matrices for each stage of the process, the determination of the share of the characteristics for each hierarchy step and establishing the hierarchy of the characteristics taking into account the influences of the others, grouped at the level of the steps and within the global matrix. The research carried out represents the support for generating an instrument of hierarchy of professional competencies that can be used in various professional and institutional contexts. Case study on the hierarchy of professional skills in the manufacturing of molded parts engineering. Keywords: Materials engineering, castings manufacture professional skills, hierarchy, AHP method, standard occupational curriculum.
Geers, Ann E; Hayes, Heather
This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school. A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N = 46) or hearing norms provided by the assessment developer. Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics. Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for
Weaver, K F; Morales, V; Nelson, M; Weaver, P F; Toledo, A; Godde, K
This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student's t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students' writing abilities. © 2016 K. F. Weaver et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Full Text Available This study investigates the effect of homogeneous and heterogeneous peer interaction on the development of Iranian EFL learners’ writing skill. Sixty female students of TEFL participated in the study. The participants were divided into two groups based on their English proficiency test scores. The homogeneous group consisted of 14 participants paired with partners with similar English proficiency test scores, while the heterogeneous group consisted of 16 participants who were paired with partners who had higher test scores. The pairs had interaction and peer collaboration before carrying out three types of writing tasks. The Repeated Measures ANOVA was used to compare the student writers’ pretest writing scores with their three post-test scores. The results showed that both groups, very similarly, had significantly higher post-test scores in all three writing tasks. The findings are explained based on the sociocultural theory and Vygotsky’s notion of the zone of proximal development (ZPD. The study offers several important pedagogical implications and suggestions for further research.
Naber, Jessica; Wyatt, Tami H
The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing. Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept. Study objectives were: This study used an experimental, pretest-posttest design. The setting was two schools of nursing at universities in the southern United States. The convenience sample included 70 fourth-semester students in baccalaureate nursing programs. Randomly assigned control and experimental groups completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory Test (CCTDI). The experimental group completed six reflective writing assignments. Both groups completed the two tests again. Results showed that the experimental group had a significant increase (p=0.03) on the truthseeking subscale of the CCTDI when compared to the control group. The experimental group's scores increased on four CCTST subscales and were higher than the control group's on three CCTST subscales. The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul's (1993) model-in nursing courses. If future studies, testing over longer periods of time, show significant increases in critical thinking, those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students. Copyright © 2013 Elsevier Ltd. All rights reserved.
Full Text Available This paper presents the implementation and the positive findings of a study that merges blog use and portfolio development for teaching and assessing writing. More specifically, it investigates whether a class blog can be integrated into the Greek EFL teaching context as an effective means to engage learners in process writing and as a form of e-portfolio, where they can keep track of their writing development. It also examines blog use for enhancing students’ motivation, interaction, participation and learning. The study followed a project-based approach and was conducted in a state Junior High School in Greece. Data was collected over a 4-month period via a questionnaire as well as from analyzing students’ writing samples and teacher’s observations of whole-class behavior during blogging. The findings reveal that the blog encouraged students to approach writing as a cognitive process of constant modification, motivated them to write more and better in various writing genres, and helped them become competent, autonomous and critical writers.
Ponton-Carss, Alicia; Hutchison, Carol; Violato, Claudio
The purpose of this study was to investigate the reliability and validity of a performance assessment of communication, professionalism, and surgical skills competencies for surgery residents. Fourteen residents from the general surgery program of the University of Calgary were assessed in 7 surgical simulation stations that included communication and professionalism skills. The internal consistency reliability of the checklists and global rating scales combined was adequate for communication (α = .75-.92) and surgical skills (α = .86-.96), but not for professionalism (α = 0). There was evidence of validity as surgical skills performance improved as a function of postgraduate year level but not for the professionalism checklist. Surgical skills and communication correlated in the 2 stations assessed (r = .55 and .57; P communication skills. Further instrument development is required to assess professionalism in a structured examination context. Copyright © 2011 Elsevier Inc. All rights reserved.
Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.
Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept
Kubacki Angela M
Full Text Available Abstract Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35 received a traditional pre-clinical curriculum. Group 2 (n = 47 received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being
Yate González Yuly Yinneth
Full Text Available In this article we report the findings of a two-phase action research study focused on the role of collaborative work in the development of elementary students’ writing skills at a Colombian school. This was decided after having identified the students’ difficulties in the English classes related to word transfer, literal translation, weak connection of ideas and no paragraph structure when communicating theirideas. In the first phase teachers observed, collected, read and analyzed students’ written productions without intervention. In the second one, teachers read about and implemented strategies based on collaborative work, collected information, analyzed students’ productions and field notes in order to finally identify new issues, create and develop strategies to overcome students’ difficulties. Findings show students’ roles and reactions as well as task completion and language construction when motivatedto work collaboratively.Presentamos los resultados de una investigación-acción llevada a cabo en dos fases, centrada en el papel del trabajo colaborativo en el desarrollo de habilidades de escritura de estudiantes de primaria en una escuela colombiana. El estudio se realizó tras haber identificado las dificultades de los alumnos en las clases de inglés relacionadas con la transferencia de palabras, la traducción literal, la débilconexión de las ideas y la falta de estructura del párrafo al comunicar sus ideas. En la primera fase los docentes observaron, recogieron, leyeron y analizaron las producciones escritas de los alumnos sin realizar ninguna intervención pedagógica. En la segunda, los profesores leyeron sobre estrategias de trabajo colaborativo y las implementaron; recopilaron información, analizaron las producciones textuales de los estudiantes y las notas de campo tomadas para identificar nuevos problemas, creary desarrollar estrategias que ayudaran a los estudiantes a superar sus dificultades. Los
Hazel T. Mahlanze
Full Text Available Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461 are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172 recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development. Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development. Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17 programme was used for data analysis. Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24
Aflakha Hakim Provesa
Full Text Available The purpose of the study was to determine the effectiveness of using short comics in teaching of narrative writing at one Islamic Junior High School in Kediri, Indonesia. By conducting an experimental study, the subjects of the study were divided into two groups, group 1: using short comics, and group 2: conventional method. For analyzing the data, t-test was utilized by using students’ writing score in all elements namely content, organization, vocabulary, languange use, and mechanics. The findings indicated that there is a significant difference on the students’ writing score between the control and the experimental groups. The value of t-obtained (2.38 is greater than t-table (2.0639 with the degree of freedom (df 24 at 5% significance level. It means there is a significant effect of using short comics in teaching writing.
Norgaard, Birgitte; Ammentorp, Jette; Kyvik, Kirsten Ohm; Kofoed, Poul-Erik
Introduction: Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training course for all staff members expecting…
Bakke, Christine K.
The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…
Full Text Available This paper represents a research regarding informatics graduates professional level adjustment to specific requirements of the IT labor market. It uses techniques and models for data warehouse technology to allow a comparative analysis between the supply competencies and the skills demand on the IT labor market.
Zayapragassarazan, Zayabalaradjane; Kumar, Santosh
Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess…
Full Text Available Abstract Background D-CPR (Defibrillator Cardiopulmonary Resuscitation is a technique for optimal basic life support during cardiopulmonary resuscitation (CPR. Guidelines recommend that healthcare professionals can perform CPR with competence. How CPR training and provision is organized varies between hospitals, and it is our impression that in Sweden this has generally improved during the last 15-20 years. However, some hospitals still do not have any AED (Automated External Defibrillators. The aim was to investigate potential differences in practical skills between different healthcare professions before and after training in D-CPR. Methods Seventy-four healthcare professionals were video recorded and evaluated for adherence to a modified Cardiff Score. A Laerdal Resusci Anne manikin in connection to PC Skill reporting System was used to evaluate CPR quality. A simulated CPR situation was accomplished during a 5-10 min scenario of ventricular fibrillation. Paired and unpaired statistical methods were used to examine differences within and between occupations with respect to the intervention. Results There were no differences in skills among the different healthcare professions, except for compressions per minute. In total, the number of compression per minute and depth improved for all groups (P P Conclusion Nearly all healthcare professionals learned to use the AED. There were no differences in CPR skill performances among the different healthcare professionals.
Çimen, Latife Kabakli
This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as…
Di Salvo, Vincent S.; And Others
In order to identify the demands, the skills, and the various contexts that students can expect to face in their chosen professions, organizational communication researchers need to conduct studies that will lead educators to make intelligent decisions regarding what should and should not be taught in business and professional communication…
This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…
Recep Sahin Arslan
Full Text Available This study reports on the experience of a group of pre-service teachers of English in a compulsory writing coursein the preparatory program of an English language teaching department in the Turkish context. This studyspecifically attempts to investigate to what extent the writing course contributes to the acquisition of basicconventions of written discourse in English when prospective teachers of English are involved in an extensivewriting practice which is based upon integration of product, process and genre based approaches to writing. Thestudy lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in thestudy. The participants studied the basic genre types which included expository writing such as classification,process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays.The participants specifically received instruction as to the basic constituents of paragraph and essays writing;namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics whichwere further put into 49 observable competencies. Data were collected through an analytic assessment rubricapplied to participants’ pre-study and post-study essays. In addition, participants were distributed a pre-study anda post-study self-perception questionnaire in order to evaluate any possible improvements in their writingcompetence. The results of the study suggest that exposing pre-service teachers of English to various genres byinvolving them in an extensive writing practice adds to their writing competency positively in learning theprocess of writing practice, organizing the text, including relevant content in the text, using languageappropriately, producing correct grammar, coming up with relevant vocabulary, and following correctmechanical conventions.
Zhu, Mengxiao; Zhang, Mo
In this paper, we examine the student group discussion processes in a scenario-based assessment of engineering professional skills called Engineering Professional Skills Assessment (EPSA). In the assessment, the students were evaluated through a discussion on a scenario related to an engineering problem with no clear-cut solution. We applied…
Aslam, S; Delgado-Angulo, E K; Bernabé, E
Assessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development. An online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups. Although all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme. This online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development. © 2015 The Authors. European Journal of Dental Education Published by John Wiley & Sons Ltd.
Dillingham, J. W.
Two terms, two job categories, 'technical writer' and 'technical author' are discussed in terms of industrial and business requirements and standards. A distinction between 'technical writing' and technical 'writing' is made. The term 'technical editor' is also considered. Problems inherent in the design of programs to prepare and train students for these jobs are discussed. A closer alliance between industry and academia is suggested as a means of preparing students with competent technical communication skills (especially writing and editing skills) and good technical skills.
This article analyzes the characteristics of the existing and expected deficit of professional skills and qualities of workers employed by Russian companies. Analyzed factors include generic skills, soft or behavioral skills, the influence of the qualification, and shortage on the effectiveness of the companies as a whole. The data is based on a…
Leal Costa, C; Luján Cebrián, I; Gascón García, J; Ferrer Villalonga, L; Van-der Hofstadt Román, C J
To assess the social skills of health care professionals in the emergency and critical care units of the regional hospital Vega Baja and analyze the association between a series of sociodemographic and professionals variables and social skills. A cross-sectional, descriptive study. Two evaluation tools were used. These included a sociodemographic and professional variables questionnaire, and the Elena Gismero's Social Skills Scale (SSS). A response rate of 82.6% was obtained. Considering the standards made by the author in SSS validation, it can be seen that the sample has obtained a medium-high score in each one of the aspects. Significant differences have been found when considering the sociodemographic variable gender as an independent variable with the complete score of SSS (F=6.555; p=0.013), and with the scale dimensions, self-expression in social situations (F=4.468; p=0.039) and making a demand (F=7.982; p=0.007). In each one of the SSS dimensions, the sample has obtained a slightly higher score than the standard sample and it within the 50-69 percentile. This indicates the existence of a medium-high level of Social Skill. The doctors score higher than the nurses, although these differences are not statistically significant. Copyright © 2010 Elsevier España, S.L. y SEEIUC. All rights reserved.
Diêgo Ferreira de Oliveira
Full Text Available The present research had as an objective the comparison of Social Skills (SS on psychology course undergraduates' and professionals working in the area with at least one year of work performance. Three groups participated in this study: 63 students at the beginning of the course (1st, 2nd and 3rd semesters; 54 students at the end of the course (8th, 9th and 10th semesters; and 25 psychologists. For the data collect it was used a Social Skills Inventory (SSI that was applied at the university places of work or availability, or via e-mail, with the professionals. The results showed that there were no significant differences in the overall score of Social Skills, neither between the students at the beginning and the end of the course (p=0.319 nor between students at the end of the course and the psychologists (p= 0,70. There was a significant difference in the comparison of students at the beginning of the course and psychologists (p= 0.009. From the manual, it was possible to verify that the majority, of students and professionals, presented a good repertory of SS in its different factors. It was considered still relevant, the development of activities that could enable a major learning of these SS still during graduation, evaluating that they are fundamental to the psychologists' performance. Keywords: Social skills. Psychology. Psychology students. Psychologists.
Taiwo Adeleke, Ibrahim; Hakeem Lawal, Adedeji; Adetona Adio, Razzaq; Adisa Adebisi, AbdulLateef
There is a lack of effective health information management systems in Nigeria due to the prevalence of cumbersome paper-based and disjointed health data management systems. This can make informed healthcare decision making difficult. This study examined the information technology (IT) skills, utilisation and training needs of Nigerian health information management professionals. We deployed a cross-sectional structured questionnaire to determine the IT skills and training needs of health information management professionals who have leadership roles in the nation's healthcare information systems (n=374). It was found that ownership of a computer, level of education and age were associated with knowledge and perception of IT. The vast majority of participants (98.8%) acknowledged the importance and relevance of IT in healthcare information systems and many expressed a desire for further IT training, especially in statistical analysis. Despite this, few (8.1 %) worked in settings where such systems operate and there exists an IT skill gap among these professionals which is not compatible with their roles in healthcare information systems. To rectify this anomaly they require continuing professional development education, especially in the areas of health IT. Government intervention in the provision of IT infrastructure in order to put into practice a computerised healthcare information system would therefore be a worthwhile undertaking.
Morgan, Kerri A; Engsberg, Jack R; Gray, David B
The purpose of this project was to identify wheelchair skills currently being taught to new manual wheelchair users, identify areas of importance for manual wheelchair skills' training during initial rehabilitation, identify similarities and differences between the perspectives of health care professionals and manual wheelchair users and use the ICF to organize themes related to rehabilitation and learning how to use a manual wheelchair. Focus groups were conducted with health care professionals and experienced manual wheelchair users. ICF codes were used to identify focus group themes. The Activities and Participation codes were more frequently used than Structure, Function and Environment codes. Wheelchair skills identified as important for new manual wheelchair users included propulsion techniques, transfers in an out of the wheelchair, providing maintenance to the wheelchair and navigating barriers such as curbs, ramps and rough terrain. Health care professionals and manual wheelchair users identified the need to incorporate the environment (home and community) into the wheelchair training program. Identifying essential components for training the proper propulsion mechanics and wheelchair skills in new manual wheelchair users is an important step in preventing future health and participation restrictions. Implications for Rehabilitation Wheelchair skills are being addressed frequently during rehabilitation at the activity-dependent level. Propulsion techniques, transfers in an out of the wheelchair, providing maintenance to the wheelchair and navigating barriers such as curbs, ramps and rough terrain are important skills to address during wheelchair training. Environment factors (in the home and community) are important to incorporate into wheelchair training to maximize safe and multiple-environmental-setting uses of manual wheelchairs. The ICF has application to understanding manual wheelchair rehabilitation for wheelchair users and therapists for improving
Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil
In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold…
The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public
Allington, Ruth; Fernandez-Fuentes, Isabel
A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self
Harrison, Gina L.; Goegan, Lauren D.; Jalbert, Rachel; McManus, Kelly; Sinclair, Kristin; Spurling, Jessica
Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling,…
Full Text Available This research was aimed to find out roles of pair composition method on students’ behaviour in learning processes and their writing assessment, and also to find out students’ attitude toward learning process of pair composition method in writing descriptive text in the classroom. Descriptive qualitative method was used in this research. The participants were 33 students of X grade of Senior High School. The data were collected from observation, the result of analysis showed that 66% of the seriousness of students during learning process was high, 78% of enthusiasm of students in doing task was high, and 58% of students’ participation was high. The increasing of students’ assessment was 18,7 from the average score before. The data collected from interview and questionnaire indicated that pair composition method provided the opportunities for sharing ideas, developing text, corresting writing errors, motivating students being active, and 50% students strongly agreed that pair composition method on writing descriptive text was lively and enjoyable.
Gündüz, Zennure Elgün; Ünal, Ismail Dogan
This study aims at exploring the effects of multiple intelligences activities versus traditional method on English writing development of the sixth grade students in Turkey. A quasi-experimental research method with a pre-test post-test design was applied. The participants were 50 sixth grade students at a state school in Ardahan in Turkey. The…
Papantoniou, Eleni; Hadzilacos, Thanasis
We discuss some aspects of a pilot e-learning technical writing course addressed to 11th grade vocational high school students in Greece. The application of this alternative teaching intervention stemmed from the researcher-instructor's reflections relating to the integration of a problem based e-pedagogy that aims not just to familiarize students…
Conn, Cynthia E.
An integrated approach to teaching resume construction in the business communication classroom focuses on simultaneously (a) emphasizing writing-related proficiencies and (b) encouraging ethical and moral orientations to this task. This article provides a resume construction exemplar that operationalizes these two pedagogical goals. The techniques…
Barbot, Baptiste; Tan, Mei; Randi, Judi; Santa-Donato, Gabrielle; Grigorenko, Elena L.
The aim of this work was to gather different perspectives on the "key ingredients" involved in creative writing by children--from experts of diverse disciplines, including teachers, linguists, psychologists, writers and art educators. Ultimately, we sought in the experts' convergence or divergence insights on the relative importance of the…
Rebeca Almanza Jiménez
Full Text Available The objective of this paper is to analyze the level of employability of Engineers in Business Management Institute of Technology graduates Lazaro Cardenas in terms of their Professional competencies based on the initial hypothesis. The professional competencies have a direct positive relationship in which employability through the application of the survey method in Likert applied to both clusters, analysis of findings which show the impact of skills on employability, the existence of a positive correlation of both direct and opportunity was conducted to develop creativity and innovation through entrepreneurship.
Liu, Michelle; Murphy, Diane
Written and oral communication has been listed as the top explicitly requested skill by employers for a long time. Despite pressure from industry, the gap still exists between the expectations and average written and oral communication skills of current information technology/information systems graduates. This paper addresses the above issues and…
Writing in 1995 for the "Harvard Business Review" audience of executive managers, Harvard business professor Clayton Christensen coined the term "disruptive technologies" to describe innovations that improve a product, service, or operation in ways wholly unanticipated by leaders of existing markets. Christensen's economic theory offers a launch…
Presents a method, based on a human factors approach, for helping individuals choose training in a new text technology that suits them. Offers a self-assessment questionnaire ranking preferences among firms, industries, techniques, roles, purposes for writing; then matches those preferences to typical expectations for each of several new text…
Hassankhani, Hadi; Hasanzadeh, Firooz; Powers, Kelly A; Dadash Zadeh, Abbas; Rajaie, Rouzbeh
Emergency nurses play an important role in the care of critically ill and injured patients, and their competency to perform clinical skills is vital to safe and effective patient care. The aim of this study was to evaluate the frequency of clinical skills performed and perceived competency levels among Iranian emergency nurses. In addition, attitudes toward expanding the professional roles of Iranian emergency nurses were also assessed. In this descriptive correlational study, 319 emergency nurses from 30 hospitals in northwest Iran participated. Data were collected using a self-report questionnaire. Descriptive statistics and Pearson's correlation coefficient were used to present the findings. Overall competency of the emergency nurses was 73.31 ± 14.2, indicating a good level of perceived competence. The clinical skills most frequently performed were in the domains of organizational and workload competencies (3.43 ± 0.76), diagnostic function (3.25 ± 0.82), and the helping role (3.17 ± 0.83). A higher level of perceived competence was found for skills within these domains. Less frequently, participants performed skills within the domains of effective management of rapidly changing situations (2.70 ± 0.94) and administering and monitoring therapeutic interventions (2.60 ± 0.97); a lower perceived level of competence was noted for these clinical skills. There was a significant correlation between frequency of performing clinical skills and perceived competency level (r = 0.651, P skills. This has implications for nurse managers and educators who may consider offering more frequent experiential and educational opportunities to emergency nurses. Expansion of nurses' roles could also result in increased experience in clinical skills and higher levels of competency. Research is needed to investigate nurses' clinical competence using direct and observed measures. Copyright © 2017 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.
Sirotiak, Todd L.
The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition
This paper examines the challenge of work force requirements in the context of the full range of issues facing the nuclear power industry. The supply of skilled managers and workers may be a more serious problem if nuclear power fades away than if it is reborn in a new generation. An even greater concern, however, is the quality of education that the industry needs in all its future professionals. Both government and industry should be helping universities adapt their curricula to the needs of the future. This means building a closer relationship with schools that educate nuclear professionals, that is, providing adequate scholarships and funding for research and development programs, offering in-kind services, and encouraging internships and other opportunities for hands-on experience. The goal should not be just state-of-the-art engineering practices, but the broad range of knowledge, issues, and skills that will be required of the nuclear leadership of the twenty-first century
DAJENAH MANNAA QAIDABDO
With the development of economy, the importance of accounting is becoming more and more prominent, and the requirements of relevant industries for accountting have been gradually raised. so more and more people learn accounting, but the the effect of practical teaching in college is not ideal. Taking secondary vocational school as an example, although the accounting is one of the major with long history since secondary vocational colleges started to run, but due to various factors, accounting teaching in secondary vocational colleges is not up to the requirement of the society. Moreover, the teaching quality and teaching efficiency are relatively low, so the status of secondary vocational school is also low in the whole education circle. In order to improve the quality of cultivating professional skills for accounting in secondary vocational schools, and promote the development of accounting teaching in secondary vocational schools, this paper analyzes the current professional skills training for accounting in secondary vocational colleges.
Jiménez, Juan E; Marco, Isaac; Suárez, Natalia; González, Desirée
This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.
Gebreegziabher Gebremedhn E
Full Text Available Endale Gebreegziabher Gebremedhn,1 Gebremedhn Berhe Gebregergs,2 Bernard Bradley Anderson,3,† Vidhya Nagaratnam1 1Department of Anaesthesia, School of Medicine, College of Medicine and Health Sciences, University of Gondar, Gondar, 2Department of Public Health, Bahir Dar College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, 3Department of Surgery, School of Medicine, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia †Dr Bernard Bradley Anderson passed away on January 2, 2014 Background: Cardiopulmonary resuscitation (CPR is an emergency procedure used to treat victims following cardiopulmonary arrest. Graduate health professionals at the University of Gondar Teaching Hospital manage many trauma and critically ill patients. The chance of survival after cardiopulmonary arrest may be increased with sufficient attitude and skill levels. The study aimed to assess the attitude and skill levels of graduate health professionals in performing CPR.Methods: A hospital-based cross-sectional study was conducted from May 1 to 30, 2013, at the University of Gondar Teaching Hospital. The mean attitude and skill scores were compared for sex, original residence, and department of the participants using Student’s t-test and analysis of variance (Scheffe’s test. P-values <0.05 were considered to be statistically significant.Results: Of the 506 graduates, 461 were included in this study with a response rate of 91.1%. The mean attitude scores of nurse, interns, health officer, midwifery, anesthesia, and psychiatric nursing graduates were 1.15 (standard deviation [SD] =1.67, 8.21 (SD =1.24, 7.2 (SD =1.49, 6.69 (SD =1.83, 8.19 (SD =1.77, and 7.29 (SD =2.01, respectively, and the mean skill scores were 2.34 (SD =1.95, 3.77 (SD =1.58, 1.18 (SD =1.52, 2.16 (SD =1.93, 3.88 (SD =1.36, and 1.21 (SD =1.77, respectively.Conclusion and recommendations: Attitude and skill level of graduate health professionals with regard
Pugh, Debra; Cavalcanti, Rodrigo B; Halman, Samantha; Ma, Irene W Y; Mylopoulos, Maria; Shanks, David; Stroud, Lynfa
The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills. An initial list of essential skills was defined for each procedural EPA by focus groups of experts at 4 academic centers using the nominal group technique. These lists were subsequently vetted by representatives from all Canadian IM training programs through a web-based survey. Consensus (more than 80% agreement) about inclusion of each item was sought using a modified Delphi exercise. Qualitative survey data were analyzed using a framework approach to inform final assessment rubrics for each procedure. Initial lists of essential skills for procedural EPAs ranged from 10 to 24 items. A total of 111 experts completed the national survey. After 2 iterations, consensus was reached on all items. Following qualitative analysis, final rubrics were created, which included 6 to 10 items per procedure. These EPA-based assessment rubrics represent a national consensus by Canadian IM clinician educators. They provide a practical guide for the assessment of procedural skills in a competency-based education model, and a robust foundation for future research on their implementation and evaluation.
Through completing an internship, a student has the opportunity to learn skills that may not be typically emphasized in the classroom. Students can create a unique professional identity by participating in internships that may be relevant to their career path. The diversity of internships can also allow a student to try an experience in a job that may be away from their assumed career trajectory, contributing to students finding where their skills could fit best. I have learned a core set of skills that have supported my transition from an undergraduate degree through two internships in both a non-profit organization and an oil and gas company. This presentation will include an analysis of the project management and communication skills that have given me "real-world" experience to understand what skills could be useful in pursuing a career in the Earth sciences. I believed that participation in clubs, mentoring assignments, and classes abroad during my undergraduate were fully providing me with the fundamental skills to enter the professional job market. Although I did learn time management, facilitation and collaboration, I did not fully gauge the necessity of a crucial understanding of these skills in the workplace. My skills using collaborative work have strengthened most since finishing my undergraduate degree. Through group work at each of my internships, I learned clear communication, management, respect, financial responsibility and how to fulfill an obligation towards a common goal. Without strengthening those skills, I do not think I would be pursuing a graduate degree in the Earth sciences with confidence. The essential skills I have learned have furthered my assurance to approach a problem with certainty when developing a hypothesis, seeking help from others, and developing a solution. This presentation will suggest further research and how specific feedback can be gathered from other Earth science students who have completed internships. With further
Kastens, K. A.; Malyn-Smith, J.; Ippolito, J.; Krumhansl, R.
In August of 2014, the Oceans of Data Institute at Education Development Center, Inc. (EDC) is convening an expert panel to begin the process of developing an occupational skills profile for the "big-data-enabled professional." We define such a professional as an "individual who works with large complex data sets on a regular basis, asking and answering questions, analyzing trends, and finding meaningful patterns, in order to increase the efficiency of processes, make decisions and predictions, solve problems, generate hypotheses, and/or develop new understandings." The expert panel includes several geophysicists, as well as data professionals from engineering, higher education, analytical journalism, forensics, bioinformatics, and telecommunications. Working with experienced facilitators, the expert panel will create a detailed synopsis of the tasks and responsibilities characteristic of their profession, as well as the skills, knowledge and behaviors that enable them to succeed in the workplace. After the panel finishes their work, the task matrix and associated narrative will be vetted and validated by a larger group of additional professionals, and then disseminated for use by educators and employers. The process we are using is called DACUM (Developing a Curriculum), adapted by EDC and optimized for emergent professions, such as the "big-data-enabled professional." DACUM is a well-established method for analyzing jobs and occupations, commonly used in technical fields to develop curriculum and training programs that reflect authentic work tasks found in scientific and technical workplaces. The premises behind the DACUM approach are that: expert workers are better able to describe their own occupation than anyone else; any job can be described in terms of the tasks that successful workers in the occupation perform; all tasks have direct implications for the knowledge, skills, understandings and attitudes that must be taught and learned in preparation for the
Daniel Albeiro Melgarejo M.
Full Text Available This article emphasises on the use of portfolios as a powerful strategy to monitor the students’ writing performance in EFL and foster their writing production by means of taking advantage of their interests and beliefs when creating different types of compositions. Some of the ideas included in this article come from a large project research carried out with children between 9 and 13 years old who were in the Intermediate level of “Cursos de Extensión” at Universidad Pedagó- gica Nacional. The data analysis component is still in process and it is part of the thesis proposed by the author for the Master in Applied Linguistics for the TEFL at Universidad Distrital “Francisco José de Caldas”.
Wang, Xiao-lei; Eberhard, Dominique; Voron, Mike; Bernas, Ronan
The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education…
Warnock, James N.; Mohammadi-Aragh, M. Jean
Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.
The aim of the present study was to examine how the social norms shared in a classroom environment influence the development of movement dynamics of handwriting of children who participate in the environment. To look into this issue, the following aspects of the entire period of classroom learning of hiragana letters in Japanese 1st graders who had just entered primary school were studied: First, the structure of classroom events and the specific types of interaction and learning within such environment were described. Second, in the experiment involving 6-year-old children who participated in the class, writing movements of children and their changes over the period of hiragana education were analyzed for each stroke composing letters. It was found that writing movement of children became differentiated in a manner specific to the different types of stroke endings, to which children were systematically encouraged to attend in the classroom. The results provide a detailed description of the process of how dynamics of fine motor movement of children is modulated by the social norms of a populated, classroom environment in a non-Latin alphabet writing system. © 2017 The Authors. Developmental Psychobiology Published by Wiley Periodicals, Inc.
Yielder, Jill; Moir, Fiona
The introduction of a new domain of learning for Personal and Professional Skills in the medical program at the University of Auckland in New Zealand has involved the compilation of a portfolio for assessment. This departure from the traditional assessment methods predominantly used in the past has been challenging to design, introduce, and maintain as a relevant and authentic assessment method. We present the portfolio format along with the process for its introduction and appraise the challenges, strengths, and limitations of the approach within the context of the current literature. We then outline a cyclical model of evaluation used to monitor and fine-tune the portfolio tasks and implementation process, in response to student and assessor feedback. The portfolios have illustrated the level of insight, maturity, and synthesis of personal and professional qualities that students are capable of achieving. The Auckland medical program strives to foster these qualities in its students, and the portfolio provides an opportunity for students to demonstrate their reflective abilities. Moreover, the creation of a Personal and Professional Skills domain with the portfolio as its key assessment emphasizes the importance of reflective practice and personal and professional development and gives a clear message that these are fundamental longitudinal elements of the program.
Yielder, Jill; Moir, Fiona
The introduction of a new domain of learning for Personal and Professional Skills in the medical program at the University of Auckland in New Zealand has involved the compilation of a portfolio for assessment. This departure from the traditional assessment methods predominantly used in the past has been challenging to design, introduce, and maintain as a relevant and authentic assessment method. We present the portfolio format along with the process for its introduction and appraise the challenges, strengths, and limitations of the approach within the context of the current literature. We then outline a cyclical model of evaluation used to monitor and fine-tune the portfolio tasks and implementation process, in response to student and assessor feedback. The portfolios have illustrated the level of insight, maturity, and synthesis of personal and professional qualities that students are capable of achieving. The Auckland medical program strives to foster these qualities in its students, and the portfolio provides an opportunity for students to demonstrate their reflective abilities. Moreover, the creation of a Personal and Professional Skills domain with the portfolio as its key assessment emphasizes the importance of reflective practice and personal and professional development and gives a clear message that these are fundamental longitudinal elements of the program. PMID:29349315
Olena G. Glazunova
Full Text Available The problem of technological universities lagging behind the level of development of the IT-industry can be solved only on condition that technological IT companies actively participate in training of future IT-professionals. Only cooperation between IT-companies and IT-faculties can provide effective training of future IT-professionals. Universities require access to new technologies in order to support students and teachers of STEM-faculties, so that they would keep up with the level of technology development. The article analyzes the trends of cooperation between universities and IT companies. For example, the integration of Microsoft resources and services into the University e-learning environment identified the impact of using appropriate resources for the development of professional skills and “soft skills”. The present article suggests a model of integrating Microsoft resources and services into the e-learning environment.
Pereira, Thaís Josgrilberg; Puggina, Ana Claudia
to translate, adapt cross-culturally and validate into Brazilian Portuguese the following instrument: "Self-assessment of communication skills and professionalism in residents" for the nursing professional, and to determine if personal characteristics and performance of the nurse interfere in the self-assessment about professionalism and interpersonal communication. quantitative study. the sample consisted of 110 nurses with mean age of 32 years old (± 7.3), most of them were women (n = 80; 72.7%). The internal consistency of the scale "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" presented moderate and satisfactory reliability (α=0,712). Factorial analysis identified four factors: Interpersonal Skills, Exchange of Information, Honesty in the Relationship and Professionalism. the instrument is valid and reliable in Portuguese and for Brazilian culture. Interpersonal Skills changed with gender and marital status. Ability to exchange information was influenced by gender and working sector. Self-assessment of professionalism changed with marital status. traduzir, adaptar culturalmente e validar para o português o instrumento Self-assessment of communication skills and professionalism in residents para o profissional enfermeiro e avaliar se características pessoais e de atuação do enfermeiro interferem na autoavaliação sobre o profissionalismo e comunicação interpessoal. estudo metodológico quantitativo. A amostra foi de 110 enfermeiros com média de idade de 32 anos (±7,3) e a maioria mulheres (n=80; 72,7%). A consistência interna da escala "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" apresentou confiabilidade moderada e satisfatória (α=0,712). A análise fatorial identificou quatro fatores: Habilidade Interpessoal, Troca de Informação, Sinceridade na Relação e Profissionalismo. o instrumento é válido e confiável na língua portuguesa e para a
Carlos Alberto Rojas González
Full Text Available The development of skills as part of the integral formation of the primary teacher is today one of the main challenges in initial formation. In particular, to promote the development of the temporal location skill, it becomes a learning problem at the same time as a professional problem, so that they can understand the past, to understand the present and project the future, with modes of action consistent with social demands. The objective of this paper is to present the results of the study carried out on the current state of this process of development of the temporary location skill with a professional focus in the career Degree in Primary Education, at the University of Pinar del Río. For this, methods such as the historical-logical, the documentary analysis, the interview with teachers, the survey of teachers in training and the observation of classes were used, which allowed to verify the current state of said process in the initial formation of the primary teacher, taking as a methodological basis the dialectical-materialist method. From the systematization carried out it was possible to know that the subject has been little addressed, in the particular context of this professional in the undergraduate. In the historical evolution of the various curricula, the appropriation of the internal structure of this skill on the part of the students has not yet been achieved, which significantly limits the pertinence of the training process, negatively affecting the fact that students appropriate historical content and develop historical reasoning.
N V Obidina
Full Text Available The paper discusses the problem of gender-sensitive correlation between the communicative and organizational skills and the professional performance of managers in commercial organization. The topicality of research is preconditioned by the fact that today an increasing number of women get the senior positions in business in Russia. The article submits and analyses the results of the empirical research that took place in a commercial organization (managers of clothes and accessories retail shops. Store managers of this organization took part in the research, including 82 male and 231 female. The age of the respondents ranged from 21 to 42 years old. The work experience of the managers was no less than one year. The communicative and organizational skills were measured with the help of the test-questionnaire “Communication and organizational skills” (COS worked out by V.V. Sinyavsky and B.A. Fedorishin. The professional effectiveness was determined by two indicators: 1 the implementation of shop sales plan in 2014 and in 2015, 2 the results of expert estimates obtained using the feedback from “360 Degrees”. The results of correlation analysis demonstrated the strong relations between the manifestation of communicative and organizational skills and the indicators of professional effectiveness, received by using the feedback from “360 Degrees” in both male and female groups of respondents. At the same time, the implementation of shop sales plan in 2014 also showed a strong positive relationship with organizational and communicative skills especially in female group. By the end of 2015, after the financial crisis, these relations were although preserved, but getting weaker.
Ewings Paul E
Full Text Available Abstract Introduction Critical appraisal skills are believed to play a central role in an evidence-based approach to health practice. The aim of this study was to evaluate the effectiveness and costs of a critical appraisal skills educational intervention aimed at health care professionals. Methods This prospective controlled trial randomized 145 self-selected general practitioners, hospital physicians, professions allied to medicine, and healthcare managers/administrators from the South West of England to a half-day critical appraisal skills training workshop (based on the model of problem-based small group learning or waiting list control. The following outcomes were assessed at 6-months follow up: knowledge of the principles necessary for appraising evidence; attitudes towards the use of evidence about healthcare; evidence seeking behaviour; perceived confidence in appraising evidence; and ability to critically appraise a systematic review article. Results At follow up overall knowledge score [mean difference: 2.6 (95% CI: 0.6 to 4.6] and ability to appraise the results of a systematic review [mean difference: 1.2 (95% CI: 0.01 to 2.4] were higher in the critical skills training group compared to control. No statistical significant differences in overall attitude towards evidence, evidence seeking behaviour, perceived confidence, and other areas of critical appraisal skills ability (methodology or generalizability were observed between groups. Taking into account the workshop provision costs and costs of participants time and expenses of participants, the average cost of providing the critical appraisal workshops was approximately £250 per person. Conclusions The findings of this study challenge the policy of funding 'one-off' educational interventions aimed at enhancing the evidence-based practice of health care professionals. Future evaluations of evidence-based practice interventions need to take in account this trial's negative findings
Ika Yulianti Siregar
Full Text Available The results of biology learning observation show that there are many constraints during the learning process in the class and consultation meeting between teacher and students. The think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. The research design was quasi experiment with pretest-posttest non-equivalent control group design. The independent variable is think-pair-share-write based on Hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. Metacognitive skills are measured by using metacognitive rubrics. Creative thinking skills and cognitive learning outcomes are measured by using a description test. The data were taken by conducting pretest and posttest. The hypothesis test used was anakova with level of significance 0,05 (P <0,05, as the test result was significant then the test was continued to LSD. Before the anakova test, normality and homogeneity test were performed. The results showed that think-pair-share-write based on Hybrid Learning significantly affecting: 1 the metacognitive skills with F arithmetic of 183,472 and Sig. 0,000; 2 the creative thinking skill with F value of 325,111 and Sig. 0,000; 3 the cognitive learning outcomes with F arithmetic of 175.068 and Sig. 0,000.
Full Text Available This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
Marla B. Hall
Full Text Available Racial and ethnic minority health data from a national perspective indicates there is much to learn in the public health workforce about the ongoing health disparities crisis. This suggests a level of urgency to assist our public health professionals in obtaining specific skills sets that will assist them in working better with vulnerable populations. The purpose of this research is to assess cultural competence knowledge and programmatic skill sets, utilizing an explorational case study, of individuals employed within an urban public health department. In order to effectively evaluate these constructs, a quantitative research approach was employed to examine participants’ knowledge and competencies of the subject matter. This data was further analyzed to determine if continuing education participation and training was correlated to the levels of culturally competent practice engagement and self-reported confidence. In addition, researchers obtained data on the availability of employer sponsored training opportunities. The data suggested when health professionals engage in cultural competence education, their level of awareness of unique characteristics between ethnic and racial minorities increased. Those who exhibited the healthiest behaviors, as it relates to effectively working with diverse populations, had a heightened sense of knowledge related to culture and healthcare services. Continuing education in cultural competence is an essential strategy for improving public health employees’ effectiveness in working with diverse clients and reducing racial and ethnic health disparities. As the finding illustrated, training programs must incorporate educational components which foster skill building to enable subsequent culturally appropriate clinical interactions.
Jones, Elizabeth A.; And Others
This study used an iterative Delphi survey process of about 600 faculty, employers, and policymakers to identify writing, speech and listening, and critical thinking skills that college graduates should achieve to become effective employees and citizens (National Education Goal 6). Participants reached a consensus about the importance in critical…
Dickenson, Sarah Jane
As someone who writes plays specifically for young people, this author believes she has a responsibility to create texts which are structured to help young performers extend their performance skills. This can and should include effective use of linguistic devices as well as indicating possibilities for physical gesture. The author contends that,…
Welsh, Ashley J.; Shaw, Amber; Fox, Joanne A.
This article explores how English-language learners' writing evolved during a first-year seminar in science course aimed at developing students' argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program…
Cargill, Margaret; Smernik, Ronald
Few systematic efforts have been reported to develop higher degree by research student skills for writing publishable articles in science and technology fields. There is a need to address this lack in the light of the current importance of publication to science research students and the high supervisor workload entailed in repeated draft…
In Writing for Change, you will learn the core skills of effective writing, how to write ... It is full of practical exercises and examples from the field of international development. ... Climate Change, Vulnerability, and Health in Colombia and Bolivia.
Downer, Jason T.; Pianta, Robert C.; Fan, Xitao; Hamre, Bridget K.; Mashburn, Andrew; Justice, Laura
As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on…
The organization of personnel work during WWER-1000 operation is presented as recommended by the Russian operating organization. The system is described of recruiting, training control of professional activities, maintaining of professional skills and retraining of the Russian nuclear power plant operation personnel (PKPO system). The basic documentation of the PKPO system is listed. (Z.S.) 1 fig
De Jong, I.K.E.; Burgers, C.F.
Consumers often base their choices to purchase experience goods like movies on online reviews. These reviews can be written by professional critics or by other consumers. However, little is known on the issue how the texts written by these two groups of reviewers differ. To answer this question, we
Nørgaard, Birgitte; Ammentorp, Jette; Ohm Kyvik, Kirsten
Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training...... course for all staff members expecting an increase in patient-centeredness in communication and more respectful intercollegial communication. The aim of this study was to investigate the impact of this training course on participants' self-efficacy with a focus on communication with both colleagues...
Full Text Available The professional profiles and skills related to journalism are adapting to a new paradigm as a consequence of the advent of new technologies - the web 2.0, the end of the monopoly of news production by mass media, etc. This study aims to provide a comprehensive critical mapping of new professional profiles and skills demanded in the field of journalism, based on a scoping review and in-depth interviews with professionals and academics in Spain. The results show a great variety of new profiles and nomenclatures. This is in part because of a significant overlapping in the functions emphasized by them. With regards to skills, the traditional ones are still the most valued by the market, although new competencies are becoming more and more important.
Rautava, Veli-Pekka; Palomäki, Erika; Innamaa, Tapio; Perttu, Mika; Lehto, Päivi; Palomäki, Ari
The aim of this study was to assess nurses' self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic flow chart software.During the transitional training nurses compiled lists of practical skills and measures needed in the ED. These were updated after feedback from physicians in primary and secondary care and head physicians in Kanta-Häme Central Hospital. The final 189-item list comprised 15 different categories, each containing from 4 to 35 items. Based on the work described above, a questionnaire was developed to reflect ED nurses' skills in clinical measures but also to estimate the need for professional education and practical training. Nurses working in the ED were asked to fill the questionnaire in January 2007 (response rate 97%) and in January 2011 (response rate 98%). Nurses' self-reported confidence in their professional skills improved significally in eight classes out of fifteen. These classes were cannulations, urinary catheterizations, patient monitoring, cardiac patients, equipment, triage and nurse practising, psychiatric patients as well as infection risk. Best results were noted in urinary catheterizations, patient monitoring and infection risk. When studying the group of nurses participating in both surveys in 2007 and 2011, improvements were observed in all fifteen categories. All but two of these changes were significant (pskills of nurses. This improvement was especially
Background The aim of this study was to assess nurses’ self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Methods Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic flow chart software. During the transitional training nurses compiled lists of practical skills and measures needed in the ED. These were updated after feedback from physicians in primary and secondary care and head physicians in Kanta-Häme Central Hospital. The final 189-item list comprised 15 different categories, each containing from 4 to 35 items. Based on the work described above, a questionnaire was developed to reflect ED nurses’ skills in clinical measures but also to estimate the need for professional education and practical training. Nurses working in the ED were asked to fill the questionnaire in January 2007 (response rate 97%) and in January 2011 (response rate 98%). Results Nurses’ self-reported confidence in their professional skills improved significally in eight classes out of fifteen. These classes were cannulations, urinary catheterizations, patient monitoring, cardiac patients, equipment, triage and nurse practising, psychiatric patients as well as infection risk. Best results were noted in urinary catheterizations, patient monitoring and infection risk. When studying the group of nurses participating in both surveys in 2007 and 2011, improvements were observed in all fifteen categories. All but two of these changes were significant (pskills of nurses. This
Jorge Santa Anna
Full Text Available The demands of the job market in the information field trigger the need to improve professional practices that refer to the curricular reform, due to the formation of competent professionals that meet the social needs. Archivists, when categorized as information professionals, also fit into this context, and must acquire the status of a Modern Information Professional (MIP. Thus, this study analyzes the skills of the MIP relating them to the archivist, based on literature and curricular training. Investigates in literature what has been published about the MIP; Compares MIP's skills to the archivist's; And investigates these skills in the field of archival training. Methodologically, a review of the MIP's skills and its relations to the archivists' and analysis of ten curricula of Brazilian archival schools was carried out, in order to detect subjects focused on the construction of MIP skills. After theoretical and documentary research, it was noticed that most of the studies (80% compare the MIP to the librarian. The literature is scarce (10% by directing the MIP to the archivist, but also without delineating it to specific professionals (10%. As for the academic formation, the schools, in general lines, offer subjects, whose curricular approach contemplates the four competences of the MIP. It was found that schools recognize the need to extend the skills of archivists to the point where they become MIPs, in order to adapt to the new challenges posed by the job market.
Vidoli, Carol A.
This manual covers the fundamentals of organizing, writing, and reviewing NASA technical reports. It was written to improve the writing skills of LeRC technical authors and the overall quality of their reports.
Myers, R. J.; Schwerin, T. G.; Blaney, L.
Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st
Naniek Sulistya Wardani
Full Text Available The purpose of this study is to determine whether the improvement of literature review skills on research-based learning can be pursued through the authentic assessment of the lectures of the Innovation of Learning IPS of PGSD students. This type of research is a classroom action research, using a spiral model of C. Kemmis and Robin Mc. Taggart. The research procedure uses 2 cycles, each cycle consists of 3 stages namely, 1 action planning 2 implementation of action and observation, 3 reflection. The subjects of the study were all students of PGSD Class 2014 E of the subjects of Innovation of IPS Learning as much as 27 students consisting of 7 male students and 20 female students. Data collection techniques use observation and product assessment. Data analysis technique is a percentage technique that compares literacy review writing skills through authentic assessment in IPS lectures between cycles. The result of the research shows that there is an improvement of writing skill of study lecture study of IPS learning innovation, which is pursued through authentic assessment. This is evident from the improvement of writing skills worthy of achievement from cycle 1 to cycle 2 ie from 62.14% of 27 students increased to 72.60% of all students in cycle 2. Writing skills in research-based learning is a skill to express the idea of the problem , Organizing facts, concepts and principles, use of EYD grammar and grammar. Authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects
Bo Qu; Yuhong Zhao; Baozhi Sun
To evaluate the resident doctors' competency in professionalism and communication skills in south China.We conducted this cross-sectional study in 8 hospitals, in 4 provinces of southern China from October to December 2007. The evaluation included 148 resident doctors. A 360-degree instrument from Education Outcomes Service Group (EOS group) of the Arizona Medical Education Consortium was developed and used by the attending physicians, residents, and their peers, nurses, patients, and office staff in this study. All data were entered into a computerized database and analyzed using the Statistical Package for Social Sciences version 13.0( SPSS Inc., Chicago, IL, USA) for Windows. Our results indicated that the instruments are internally consistent (Cronbach's alpha >0.90). The principal components analysis with varimax rotation for the attending-, resident self-evaluation, nurse-, patient-, office staff- and resident peer-rated questionnaires explained 70.68%, 76.13%, 77.02%, 76.37%, 75.51%, and 72.05% of the total variance. Significant differences (p<0.05) were found among different evaluators. The 360-degree instrument appears to be reliable in evaluating a residents' competency in professionalism and communication skills. Information from the assessment may provide feedback to residents (Author).
Fox, Lanae; Onders, Robert; Hermansen-Kobulnicky, Carol J; Nguyen, Thanh-Nga; Myran, Leena; Linn, Becky; Hornecker, Jaime
An expanding body of literature is examining interprofessional teamwork and its effect in healthcare. To produce capable healthcare professionals prepared to participate in interprofessional roles, teamwork training must begin early in health professional students' training. The focus of this scoping review was to explore interprofessional education (IPE) studies designed to teach and/or assess interprofessional teamwork skills to students from two or more different health professions, to find and describe effective pedagogy and assessment strategies. Using a scoping review methodology, 1,106 abstracts were reviewed by three teams of investigators. Eligibility criteria were inclusion of students in interprofessional teams, an intervention to improve interprofessional teamwork skills and assessment of outcomes related to teamwork. Thirty-three studies met the criteria for inclusion. The literature was varied in terms of study design, teaching methods and assessment measures for interprofessional teamwork. The lack of rigorous, comparable studies in this area makes recommending one teaching method or assessment measure over another difficult. Regardless of teaching method, it appears that most learning activities where interprofessional teams interact result in positive changes in student perceptions and attitudes towards IPE and practice. As health education programs seek to incorporate more interprofessional activities into their respective programs, it is important to review methods and measures that would best fit their individual program. This review highlights the importance of standardising the reporting of methods and outcomes for those who wish to incorporate the studied methods into their curricula.
Jose María Álvarez-Rodríguez
Full Text Available The present paper introduces a hybrid technique to measure the expertise of users by analyzing their profiles and activities in social networks. Currently, both job seekers and talent hunters are looking for new and innovative techniques to filter jobs and candidates where candidates are trying to improve and make their profiles more attractive. In this sense, the Skillrank approach is based on the conjunction of existing and well-known information and expertise retrieval techniques that perfectly fit the existing web and social media environment to deliver an intelligent component to integrate the user context in the analysis of skills confidence. A major outcome of this approach is that it actually takes advantage of existing data and information available on the web to perform both a ranked list of experts in a field and a confidence value for every professional skill. Thus, expertise and experts can be detected, verified, and ranked using a suited trust metric. An experiment to validate the Skillrank technique based on precision and recall metrics is also presented using two different datasets: (1 ad hoc created using real data from a professional social network and (2 real data extracted from the LinkedIn API.
This book teaches the art of writing mathematics, an essential -and difficult- skill for any mathematics student. The book begins with an informal introduction on basic writing principles and a review of the essential dictionary for mathematics. Writing techniques are developed gradually, from the small to the large: words, phrases, sentences, paragraphs, to end with short compositions. These may represent the introduction of a concept, the abstract of a presentation or the proof of a theorem. Along the way the student will learn how to establish a coherent notation, mix words and symbols effectively, write neat formulae, and structure a definition. Some elements of logic and all common methods of proofs are featured, including various versions of induction and existence proofs. The book concludes with advice on specific aspects of thesis writing (choosing of a title, composing an abstract, compiling a bibliography) illustrated by large number of real-life examples. Many exercises are included; over 150...
McGinty, Meghan D; Castrucci, Brian C; Rios, Debra M
To identify essential knowledge, skills, and abilities (KSAs) for and characterize gaps in KSAs of professionals working in large, urban health departments. A survey was disseminated to potentially eligible supervisors within 26 of 28 health departments in the largest, most urban jurisdictions in the country. A supervisor was eligible to participate if he or she supervised at least 1 staff member whose highest level of education was a master's degree. A total of 645 eligible supervisors participated in the workforce survey for a response rate of 27.1% and cooperation rate of 55.2%. Supervisors were asked to rate the importance of KSAs to their masters-level staffs' work and indicate their staffs' proficiency. Fifty-eight percent of supervisors reported supervising staff with a master of public health/master of science in public health degree. More than 30% of supervisors indicated that all of the 30 KSAs were essential. Four of the top 10 KSAs rated as essential by supervisors pertained to the ability to communicate. The top skills gaps perceived by supervisors were professional staffs' ability to apply quality improvement concepts to their work (38.0%), understanding of the political system (37.7%), and ability to anticipate changes (33.8%). Public health practitioners receive training in methods, theories, and evidence-based approaches, yet further investment in the workforce is necessary to advance population health. A focus should be placed developing strategic skills rather than advancing narrow specialties. Findings from this research can guide the creation and implementation of training curricula and professional development programs offered within local health departments or targeted to their staff, as well as satisfaction of accreditation requirements. By focusing on building strategic skills, we can ensure a public health workforce that is equipped with the KSAs necessary to practice Public Health 3.0 and leaders who are able to serve as their communities
Honeycutt, Karen; Latshaw, Sandra
Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.
Ratna Trieka Agustina
Full Text Available Based on the interviews with the 1 st -grade teachers at Lesanpuro 1 Elementary School, it is found that the students have difficulties in writing a narrative story. Due to the learning activity that is not concrete, students tend to have difficulty to produce ideas because the teachers seldom use the help of media and writing example. So, from this study, it is important to do an action by using the accordion book. In this case, teachers become the model of writing by using the accordion book as its media. This research outlines two cycles in the observation. The results from the first cycle revealed that the writing ability of students who are above average is increased by 31,33 % and 37,33 % for the average students, then, as for the students who are considered to be below average, their writing skills are increased by 29 %. Furthermore, the second cycle showed that the writing ability of students who are below average is increased by 41,67 %, average students by 35,67 %, and above average by 39,67 %. Thus, it is expected that the teachers could create an interesting and innovative media so that students will enjoy the learning activity.
Sundermann, C.; Cruse, A. M.; AssociationWomen Geoscientists
The Association for Women Geoscientists (AWG) was founded in 1977. AWG is an international organization, with ten chapters, devoted to enhancing the quality and level of participation of women in geosciences, and introducing women and girls to geoscience careers. Our diverse interests and expertise cover the entire spectrum of geoscience disciplines and career paths, providing unexcelled networking and mentoring opportunities to develop leadership skills. Our membership is brought together by a common love of earth, atmospheric and ocean sciences, and the desire to ensure rewarding opportunities for women in the geosciences. AWG offers a variety of scholarships, including the Chrysalis scholarship for women who are returning to school after a life-changing interruption, and the Sands and Takken awards for students to make presentations at professional meetings. AWG promotes professional development through workshops, an online bi-monthly newsletter, more timely e-mailed newsletters, field trips, and opportunities to serve in an established professional organization. AWG recognizes the work of outstanding women geoscientists and of outstanding men supporters of women in the geosciences. The AWG Foundation funds ten scholarships, a Distinguished Lecture Program, the Geologist-in-the-Parks program, Science Fair awards, and numerous Girl Scout programs. Each year, AWG sends a contingent to Congressional Visits Day, to help educate lawmakers about the unique challenges that women scientists face in the geoscience workforce.
Adel, Rahil; Hashemian, Mahmood
This study was an attempt to clarify and remind L2 learners/teachers of 2 kinds of writing: dicto-comp and dictation. We explored the effect of controlled writing on the accuracy of the writing of adult Iranian EFL learners. Prior to the study, the homogeneity of 30 adult EFL learners was checked through an OPT test. Thirty participants were…
Technical Skill, Industry Knowledge and Experience, and Interpersonal Skill Competencies for Fashion Design Careers: A Comparison of Perspectives between Fashion Industry Professionals and Fashion Educators
In updating fashion and apparel related design programs, many educators are striving to address the perspective of the fashion industry to obtain the career-specific skill and knowledge requirements sought by employers when hiring college or university graduates. Identifying such competencies from the view of fashion industry professionals as well…
Rich, Susan J.
Discusses one teacher's method for encouraging young children's literacy developemnt. Offers practical suggestions for involving parents in stimulating their child's early reading and writing skills. (DT)
Full Text Available Literacy challenges among the majority of African-language speaking students learning through the medium of English impact on unequal throughput in South African higher education. To address this social injustice issue, academic literacy practitioners have a critical role to play in the inclusion of linguistic diversity in higher education. This requires that the curriculum be revised in such a way that classroom activities and assessments give recognition to students’ African languages. In this paper, we outline how translanguaging as a teaching and learning approach promises to develop literacy in both the students’ African languages and English. The paper describes a summary skills development teaching approach and its accompanying activities which enable the students to move between isiZulu and English. The summary writing activities are followed by a guided reflection note from students on their perceptions and experiences of the new communicative approach that has been introduced to them. The majority of participants express positive perceptions of this approach as they find it familiar to what they are used to doing when learning on their own. It is hoped that the translanguaging approach would contribute to the promotion of equality in language and literacy development in the South African higher education sector.
Couture, B.; Goldstein, J.
Case of different sizes and shapes for teaching technical writing to engineers at Wayne State University have been developed. The case approach was adopted for some assignments because sophomores and juniors lacked technical expertise and professional knowledge of the engineering world. Cases were found to be good exercises, providing realistic practice in specific writing tasks or isolating particular skills in the composing process. A special kind of case which narrates the experiences of one technical person engaged in the problem-solving process in a professional rhetorical situation was developed. This type of long, realistic fiction is called a an "holistic" case. Rather than asking students to role-play a character, an holistic case realistically encompasses the whole of the technical writing process. It allows students to experience the total communication act in which the technical task and data are fully integrated into the rhetorical situation and gives an opportunity to perform in a realistic context, using skills and knowledge required in communication on the job. It is believed that the holistic case most fully exploits the advantages of the case method for students of professional communication.
Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D
This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.
Lifchez, Scott D; Redett, Richard J
Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to
Côrrea, Kelli Cristina do Prado; Machado, Maria Aparecida Miranda de Paula; Hage, Simone Rocha de Vasconcellos
Examine a set of competencies in children beginning the process of literacy and find whether there is positive correlation with their level of writing. Study conducted with 70 six-year-old students enrolled in the first year of Elementary School in municipal schools. The children were submitted to the Initial Reading and Writing Competence Assessment Battery (BACLE) and the Diagnostic Probing Protocol for classification of their level of writing. Descriptive statistical analysis and the Spearman coefficient were used for correlation between instruments. The students presented satisfactory performance in the tasks of the BACLE. Regarding the writing hypothesis, most children presented syllabic level with sound value. Significant positive correlation was observed between body scheme/time-space orientation and language skills. The group of schoolchildren performed satisfactorily on tests that measure pre-reading and writing skills. The areas of body scheme/time-space orientation and language presented significant correlation with the level of writing hypothesis, indicating that children with higher scores in these areas present better levels of writing. Identification of the necessary competencies for learning of reading and writing can provide teachers and educational audiology professionals with conditions for evaluation and early intervention in certain abilities for the development of reading and writing.
Quitadamo, Ian J; Kurtz, Martha J
Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the non-writing group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the non-writing group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens.
Okoro, M. H.; Johnson, A.
The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.
Walker, Joi Phelps; Sampson, Victor
This paper presents preliminary evidence supporting the use of peer review in undergraduate science as a means to improve student writing and to alleviate barriers, such as lost class time, by incorporation of the peer-review process into the laboratory component of the course. The study was conducted in a single section of an undergraduate…
Alavi, Sayyed Mohammad; Taghizadeh, Mahboubeh
Dynamic assessment is a procedure in which development is simultaneously assessed and improved with regard to the individual's or group's Zone of Proximal Development (ZPD; Lantolf & Poehner, 2004). This study aimed to follow dynamic assessment and investigate the impact of three types of implicit and explicit feedback on the essay writing of…
Dunn, Jeffrey G.; Kagi, Robert I.; Phillips, David N.
"This unit gave me a broad industrial view of the chemical world and I am grateful for the professional skills I gained." That is the response of one graduate several years after he had taken the "Chemistry and Technology" unit that we present in the third year of the undergraduate chemistry course at Western Australia's Curtin University of Technology. Students in tertiary education are effectively "cocooned from the real world". There is a growing need for a teaching that links students to situations they will encounter upon gaining employment. The Chemistry and Technology unit has been developed over a 12-year period and is presented in the final semester of the course. It comprises six modules and is taught by lecturers from industry and the staff of the School. The Professional Practice, Consumer Chemistry, and Environmental modules are ones that most teachers could consider in their course. The other three modules are specific to Western Australia's needs, but could be modified or replaced to cater to other employment circumstances. A survey of recent graduates yielded complimentary responses to the appropriateness of such a unit in the course.
Robert Merton Stwalley III
Full Text Available An objective internal departmental review of course data indicates that a one credit hour fall seminar course which allows many preparatory topics to be engaged by the senior capstone teams makes the spring laboratory portion of the course run more smoothly. Professional topics such as team building, oral and written communication skills, and organizational interaction have been suggested by industrial partners and are now integrated into the course sequence before the students perform their physical work, reducing issues during the lab component. Course adjustments are on-going, and in the spirit of continuous improvement, those adjustments are periodically evaluated for effectiveness. It has been statistically demonstrated that the addition of an internally reviewed feasibility pitch early in the fall semester has resulted in better external reviews for both the fall management and spring technical design presentations. Likewise, providing the chance for the teams to see a video tape of their final presentation, before it is reviewed by various outside parties, has resulted in significantly better final presentations. In general, the formation of all engineering and mixed teams has been found to produce better end projects than those created by all technology-based student teams. These elements and other demonstrated positive changes to the Xxxxxx Agricultural & Biological Engineering capstone sequence can be described as cultivating professional attributes, and the experience is reviewed in this paper.
Fidel Marimón Ramírez
Full Text Available This research had as purpose to elaborate a system of activities for the development of the orthographic competition in the students of masonry of the Technical and Professional Education. It is extremely important in the training of skilled workers since it has presented problems in order to guarantee the effectiveness of the teaching-learning process, by addressing the contents with an end in themselves and not in an integrated and contextualized way; given to a large extent by the lack of knowledge of the new approaches that are linked to the multiple communicative possibilities, which requires a study capable of making the necessary adjustments or redesigns that fit the needs of students to improve orthographic problems. In the investigative process were used, methods, techniques and procedures of the theoretical level, of the empirical level and statistical-mathematical, such as the system approach, modeling, analysis and synthesis, observation, surveys, documentary analysis and descriptive statistics the percentage analysis. The evaluation of specialists and the pre-experiment carried out make it possible to recommend the system of activities as a valid option for the development of orthographic competence in first-year masonry students in Technical and Professional Education.
Mitchell, John D; Ku, Cindy; Diachun, Carol Ann B; DiLorenzo, Amy; Lee, Daniel E; Karan, Suzanne; Wong, Vanessa; Schell, Randall M; Brzezinski, Marek; Jones, Stephanie B
Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P
Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.
We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.
Whittington, A. G.; Speck, A.; Witzig, S.
formats include (i) active participation of the students in defining the question/problem that they will pursue, within well-defined boundaries, (ii) open-ended nature of the inquiry, so that students need to recognize when they have enough information to answer their question, (iii) extensive spreadsheet manipulation and presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. Grading is weighted more towards how the problem was addressed, and how findings are presented and interpreted, and less on actual numerical answers. Survey responses from students indicate that they experience discomfort on being presented with an open-ended assignment, but like the freedom to define their own problem. Students also recognize that reading, writing and critical thinking skills employed in the minijournal format increase their understanding of content. The combination of calculation and writing components make these assignments particularly useful for classes designated as "computer-based", and/or "writing intensive" (or similar designations).
Raleigh, Mary; Allan, Helen T.
Aim\\ud To explore multiple perspectives on the use of physical assessment skills by Advanced Nurse Practitioners in the UK\\ud Background \\ud Physical assessment skills practices are embedded in advanced nursing practice roles in the UK. There is little evidence on how these skills are used by Advanced Nurse Practitioners' on the community.\\ud Design \\ud Case study\\ud Methodology and methods. \\ud A qualitative interpretative single-embedded case study of 22 participants from South of England. ...
Full Text Available Jenny Moffett,1 Aileen C Mill2 1Ross University School of Veterinary Medicine, West Farm, St Kitts, West Indies; 2Modelling Suite, School of Biology, Newcastle University, Newcastle upon Tyne, UK Background: The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. Methods: This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM] and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]. The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24 nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results: A total of 133 IVM students and 64 VPF I students (n=197 agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0
Yagelski, Robert P.
In 2003, the National Commission on Writing released "The Neglected "R,"" its report on the state of writing instruction in the nation's schools. The report identified an apparent paradox: writing, which the Commission defines as an essential skill for the many that has helped transform the world, is nevertheless increasingly…
Popular culture casts mathematics and writing as opposites--a false dichotomy, which can be harmful for our discipline of mathematics education. Positioning writing outside the domain of the mathematician's abilities and cultivated skill set can create doubt in the mathematician wishing to write--not that one cannot be both writer and…
Tinker, John R., Jr.
A project for Writing Across the Curriculum at the University of Wisconsin-Eau Claire is described as a method to relate the process of writing to the process of learning hydrology. The project focuses on an actual groundwater contamination case and is designed to improve the technical writing skills of students. (JN)
Rivera Barreto, Adriana Maritza
Writing as a means of communication is one of the basic skills students must master at the university level. Although it is not an easy task because students are usually reluctant to correct, teachers have great responsibility at the time of guiding a writing process. For that reason, this study aimed at improving the writing process in fourth…
Language plays a vital role in the development of human ability since it is the major means to communicate effectively in a target situation. When teaching English as a Foreign Language (TEFL), the learners need to master the four language skills: Listening, Speaking, Reading and Writing in order to achieve a high level of abilities in producing and receiving the target language in its oral or written forms. Students encounter difficulties in speaking and writing as productive skills and they...
Gross, Sanford M.; Zoltoski, Rebecca K.; Cornick, Michelle L.; Wong, Kenneth K. W.
A self-evaluation of communication skills was administered to approximately 500 optometry students before, during, and after a curriculum intervention to enhance these skills. Findings indicated that the intervention had a modest impact that was differential over the skill categories (interpersonal skills, patient care, interdisciplinary skills,…
Oladokun, S.O.; Gbadegesin, J.T.
Purpose – Real estate professionals are vital resources to the property firms and the industry atlarge. Employees’ skills, knowledge and competence contribute in great measure to organisation’s business performance. The purpose of this study is to examine the adequacy ofcore knowledge and soft
Douma, Kirsten F. L.; Smets, Ellen M. A.; Allain, Dawn C.
Non-genetic health professionals (NGHPs) have insufficient knowledge of cancer genetics, express educational needs and are unprepared to counsel their patients regarding their genetic test results. So far, it is unclear how NGHPs perceive their own communication skills. This study was undertaken to
Baim, Susan A.
Routine correspondence with the author's business technology students indicated the need for increased skill and professionalism in social media communications as a key driver of successful career development strategies. A new course designed to assist students in transitioning from typical, casual social media use to the more rigorous and…
Mu, Guanglun Michael; Wang, Yan; Wang, Zhiqiang; Feng, Yajing; Deng, Meng; Liang, Songmei
Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms--an idiosyncratic Chinese form of inclusive education. Our mixed methods study…
Kafyulilo, A.; Fisser, P.; Voogt, J.; Searson, M.; Ochoa, M.
Teacher design team was introduced to in-service science teachers in Tanzania between 2011 and 2012 as a professional development arrangement for developing technology integration knowledge and skills. This study was conducted to investigate the extent of the teachers’ continuous collaboration in
Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.
Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…
Ohio State Univ., Columbus. National Center for Research in Vocational Education.
This module, one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational education teachers, deals with assessing student performance of psychomotor skills. Included in the module are learning experiences that address the following topics: important considerations…
Full Text Available This paper explores the ways in which the transfer of assumptions from first language (L1 writing can help the process of writing in second language (L2. In learning second language writing skills, learners have two primary sources from which they construct a second language system: knowledge and skills from first language and input from second language. To investigate the relative impact of first language literacy skills on second language writing ability, 60 EFL students from Tabriz Islamic Azad University were chosen as participants of this study, based on their language proficiency scores. The subjects were given two topics to write about: the experimental group subjects were asked to write in Persian and then translate their writing into English. The control group wrote in English. The results obtained in this study indicate that the content and vocabulary components of the compositions were mostly affected by the use of first language.
Neumann, Michelle M.
Mothers play a key role in scaffolding children's writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children's writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child…
Chang, Anna; Boscardin, Christy; Chou, Calvin L; Loeser, Helen; Hauer, Karen E
The purpose is to determine which assessment measures identify medical students at risk of failing a clinical performance examination (CPX). Retrospective case-control, multiyear design, contingency table analysis, n = 149. We identified two predictors of CPX failure in patient-physician interaction skills: low clerkship ratings (odds ratio 1.79, P = .008) and student progress review for communication or professionalism concerns (odds ratio 2.64, P = .002). No assessments predicted CPX failure in clinical skills. Performance concerns in communication and professionalism identify students at risk of failing the patient-physician interaction portion of a CPX. This correlation suggests that both faculty and standardized patients can detect noncognitive traits predictive of failing performance. Early identification of these students may allow for development of a structured supplemental curriculum with increased opportunities for practice and feedback. The lack of predictors in the clinical skills portion suggests limited faculty observation or feedback.
Nørgaard, Birgitte; Kofoed, Poul-Erik; Ohm Kyvik, Kirsten
Scand J Caring Sci; 2012; Communication skills training for health care professionals improves the adult orthopaedic patient's experience of quality of care Rationale: Despite the fact that communication has become a core topic in health care, patients still experience the information provided...... as insufficient or incorrect and a lack of involvement. Objective: To investigate whether adult orthopaedic patients' evaluation of the quality of care had improved after a communication skills training course for healthcare professionals. Design and methods: The study was designed as an intervention study...... offering professionals training in communicating with patients and colleagues. The outcome was measured by assessing patients' experience of quality of care. Data were collected by means of a questionnaire and analysed using a linear regression model. Approval was obtained from the Danish Data Protection...
Gould, Dinah; Berridge, Emma-Jane; Kelly, Daniel
The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations. The new system also has implications for providers of continuing professional development in the universities and is likely to demand closer liaison between education providers and trust staff who commission education and training. The Knowledge and Skills Framework is of interest to nurses and nurse educators internationally because the system, if effective, could be introduced elsewhere.
Morshed, A B; Ballew, P; Elliott, M B; Haire-Joshu, D; Kreuter, M W; Brownson, R C
The purpose of this evaluation was to assess the effect of the online evidence-based cancer control (EBCC) training on improving the self-reported evidence-based decision-making (EBDM) skills in cancer control among Nebraska public health professionals. Cross-sectional group comparison. Previously developed EBDM measures were administered via online surveys to 201 public health professionals at baseline (comparison group) and 123 professionals who took part in the training. Respondents rated the importance of and their skill level in 18 EBCC skills. Differences were examined using analysis of variance models adjusted for gender, age, years at agency, and years in position, and stratified by respondent educational attainment. Among professionals without an advanced degree, training participants reported higher overall skill scores (P = .016) than the baseline non-participant group, primarily driven by differences in the partnerships and collaboration and evaluation domains. No differences in importance ratings were observed. Among professionals with advanced degrees, there were no differences in skill scores and small differences in importance scores in the expected direction (P studies. EBCC led to improved self-reported EBDM skills among public health professionals without an advanced degree, though a gap remained between the self-reported skills and the perceived importance of the skills. Further research on training content and modalities for professionals with higher educational attainment and baseline skill scores is needed. Copyright © 2017 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
Kesselheim, Jennifer C; Agrawal, Anurag K; Bhatia, Nita; Cronin, Angel; Jubran, Rima; Kent, Paul; Kersun, Leslie; Rao, Amulya Nageswara; Rose, Melissa; Savelli, Stephanie; Sharma, Mukta; Shereck, Evan; Twist, Clare J; Wang, Michael
Educators in pediatric hematology-oncology lack rigorously developed instruments to assess fellows' skills in humanism and professionalism. We developed a novel 15-item self-assessment instrument to address this gap in fellowship training. Fellows (N = 122) were asked to assess their skills in five domains: balancing competing demands of fellowship, caring for the dying patient, confronting depression and burnout, responding to challenging relationships with patients, and practicing humanistic medicine. An expert focus group predefined threshold scores on the instrument that could be used as a cutoff to identify fellows who need support. Reliability and feasibility were assessed and concurrent validity was measured using three established instruments: Maslach Burnout Inventory (MBI), Flourishing Scale (FS), and Jefferson Scale of Physician Empathy (JSPE). For 90 participating fellows (74%), the self-assessment proved feasible to administer and had high internal consistency reliability (Cronbach's α = 0.81). It was moderately correlated with the FS and MBI (Pearson's r = 0.41 and 0.4, respectively) and weakly correlated with the JSPE (Pearson's r = 0.15). Twenty-eight fellows (31%) were identified as needing support. The self-assessment had a sensitivity of 50% (95% confidence interval [CI]: 31-69) and a specificity of 77% (95% CI: 65-87) for identifying fellows who scored poorly on at least one of the three established scales. We developed a novel assessment instrument for use in pediatric fellowship training. The new scale proved feasible and demonstrated internal consistency reliability. Its moderate correlation with other established instruments shows that the novel assessment instrument provides unique, nonredundant information as compared to existing scales. © 2016 Wiley Periodicals, Inc.
Moffett, Jenny; Mill, Aileen C
The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; Pflipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of
Burk, Anne Marie
Everyone benefits when teachers share their "best practice" ideas with one another; novice and seasoned teachers alike are delighted to add successful lessons to their repertoire. Besides giving teachers something tried and true to work with, successful lesson plans help teachers reflect upon what makes an approach to language teaching effective…
Erhard, K; Kessler, F; Neumann, N; Ortheil, H-J; Lotze, M
The aim of the present study was to explore brain activities associated with creativity and expertise in literary writing. Using functional magnetic resonance imaging (fMRI), we applied a real-life neuroscientific setting that consisted of different writing phases (brainstorming and creative writing; reading and copying as control conditions) to well-selected expert writers and to an inexperienced control group. During creative writing, experts showed cerebral activation in a predominantly left-hemispheric fronto-parieto-temporal network. When compared to inexperienced writers, experts showed increased left caudate nucleus and left dorsolateral and superior medial prefrontal cortex activation. In contrast, less experienced participants recruited increasingly bilateral visual areas. During creative writing activation in the right cuneus showed positive association with the creativity index in expert writers. High experience in creative writing seems to be associated with a network of prefrontal (mPFC and DLPFC) and basal ganglia (caudate) activation. In addition, our findings suggest that high verbal creativity specific to literary writing increases activation in the right cuneus associated with increased resources obtained for reading processes. Copyright © 2014 Elsevier Inc. All rights reserved.
Pharmaceutical medical writing has grown significantly in India in the last couple of decades. It includes preparing regulatory, safety, and publication documents as well as educational and communication material related to health and health-care products. Medical writing requires medical understanding, knowledge of drug development and the regulatory and safety domains, understanding of research methodologies, and awareness of relevant regulations and guidelines. It also requires the ability to analyze, interpret, and present biomedical scientific data in the required format and good writing skills. Medical writing is the fourth most commonly outsourced clinical development activity, and its global demand has steadily increased due to rising cost pressures on the pharmaceutical industry. India has the unique advantages of a large workforce of science graduates and medical professionals trained in English and lower costs, which make it a suitable destination for outsourcing medical writing services. However, the current share of India in global medical writing business is very small. This industry in India faces some real challenges, such as the lack of depth and breadth in domain expertise, inadequate technical writing skills, high attrition rates, and paucity of standardized training programs as well as quality assessment tools. Focusing our time, attention, and resources to address these challenges will help the Indian medical writing industry gain its rightful share in the global medical writing business. PMID:28194338
Papageorgiou, Alexia; Loke, Yoon K; Fromage, Michelle
Research evidence suggests that both mental health professionals and people with severe mental health illness such as schizophrenia or schizoaffective disorder find it difficult to communicate with each other effectively about symptoms, treatments and their side effects so that they reach a shared understanding about diagnosis, prognosis and treatment. Effective use of communication skills in mental health interactions could be associated with increased patient satisfaction and adherence to treatment. To review the effectiveness of communication skills training for mental health professionals who work with people with severe mental illness. We searched the Cochrane Schizophrenia Trials Register (latest search 17 February, 2016) which is compiled by systematic searches of major resources (including AMED, BIOSIS, CINAHL, Embase, MEDLINE, PsycINFO, PubMed, and registries of clinical trials) and their monthly updates, handsearches, grey literature, and conference proceedings. There are no language, date, document type, or publication status limitations for inclusion of records into the register. All relevant randomised clinical trials (RCTs) that focused on communication skills training (CST) for mental health professionals who work with people with severe mental illness compared with those who received standard or no training. We sought a number of primary (patient adherence to treatment and attendance at scheduled appointments as well as mental health professionals' satisfaction with the training programme) and secondary outcomes (patients' global state, service use, mental state, patient satisfaction, social functioning, quality of life). RCTs where the unit of randomisation was by cluster (e.g. healthcare facility) were also eligible for inclusion. We included one trial that met our inclusion criteria and reported useable data. We independently selected studies, quality assessed them and extracted data. For binary outcomes, we planned to calculate standard
Claudia Patricia Castaño Herrera
Full Text Available The improvement of educational quality in Latin American nations is one of the main goals to be achieved by the member countries of the Organization of Ibero-American States (OEI by 2021. For this reason, teacher training has a preponderant role, hence this result focuses its attention on contributing to the improvement in the training of future teachers of Physical Education, for the important social mission they have in the education of future generations. In the present article, the method of bibliographic analysis was used, going from the international context to the Colombian reality. The main results are in determining the background that marks the beginning of the search for competitiveness and quality in Higher Education, and the participation of Colombia in this challenge, as well as how practices for the acquisition of skills in the exercise of professional activities; and, finally, the current status of said competences in the students of pedagogical practice of the Bachelor's Degree in Physical Education of the University Institution María Goretti Higher Education Center.
Patterson, Brandon J; Chang, Elizabeth H; Witry, Matthew J; Garza, Oscar W; Trewet, CoraLynn B
Strategies are needed to assure essential nonclinical competencies, such as leadership, can be gained using a continuing professional development (CPD) framework. The objective of this study was to explore student pharmacists' utilization and perceived effectiveness of a CPD tool for leadership development in an elective course. Students completed 2 CPD cycles during a semester-long leadership elective using a CPD tool. A questionnaire was used to measure students' perceptions of utility, self-efficacy, and satisfaction in completing CPD cycles when using a tool to aid in this process. The CPD tool was completed twice by 7 students. On average, students spent nearly 5 hours per CPD cycle. More than half (57.1%) scored themselves as successful or very successful in achieving their learning plans, and most (71.4%) found the tool somewhat useful in developing their leadership skills. Some perceived that the tool provided a systematic way to engage in leadership development, whereas others found it difficult to use. In this pilot study, most student pharmacists successfully achieved a leadership development plan and found the CPD tool useful. Providing students with more guidance may help facilitate use and effectiveness of CPD tools. There is a need to continue to develop and refine tools that assist in the CPD of pharmacy practitioners at all levels. Copyright © 2013 Elsevier Inc. All rights reserved.
Lehmann, Bianca; Krémer, Brigitte; Werwick, Katrin; Herrmann, Markus
Aim: The evaluation of medical students' perceptions regarding an elective study course in Homeopathy in which small groups have participated annually for six years, at the Institute for General Practice and Family Medicine at the Otto Von Guericke University, Magdeburg. The course was assessed in terms of concept, delivery, and influence on students' professional development. Methodology: Since the autumn term of 2008/09, three group discussions have been conducted with thirty of the course participants (3 total electives). These discussions were semi-structured and guided by central topics; the analysis was qualitative and guided by content. Results: The overall concept and implementation of the course were very successful. The main learning themes, that is, an emphasis on a more holistic and individual view of patients and the importance of a cooperative partnership between doctor and patient, were positively rated, regardless of the students' attitudes towards homeopathy. Their assessment was based on their previous experience and a comparison with conventional medical education. Conclusion: Homeopathy as an elective subject is not only useful for acquiring specific knowledge in integrative medicine, but also important as a means of developing physicians' core skills that are often not well considered in conventional medical education. PMID:24575158
Olson, David R.; Oatley, Keith
Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that…
Patricia Carvalho de Jesus
Full Text Available Abstract Objective To identify the impact of training in breastfeeding on knowledge, skills, and professional and hospital practices. Data source The systematic review search was carried out through the MEDLINE, Scopus, and LILACS databases. Reviews, studies with qualitative methodology, those without control group, those conducted in primary care, with specific populations, studies that had a belief and/or professional attitude as outcome, or those with focus on the post-discharge period were excluded. There was no limitation of period or language. The quality of the studies was assessed by the adapted criteria of Downs and Black. Summary of data The literature search identified 276 articles, of which 37 were selected for reading, 26 were excluded, and six were included through reference search. In total, 17 intervention articles were included, three of them with good internal validity. The studies were performed between 1992 and 2010 in countries from five continents; four of them were conducted in Brazil. The training target populations were nursing practitioners, doctors, midwives, and home visitors. Many kinds of training courses were applied. Five interventions employed the theoretical and practical training of the Baby-Friendly Hospital Initiative. All kinds of training courses showed at least one positive result on knowledge, skills, and/or professional/hospital practices, most of them with statistical significance. Conclusions Training of hospital health professionals has been effective in improving knowledge, skills, and practices.
Full Text Available Patients with Parkinson's disease (PD and freezing of gait (FOG suffer from more impaired motor and cognitive functioning than their non-freezing counterparts. This underlies an even higher need for targeted rehabilitation programs in this group. However, so far it is unclear whether FOG affects the ability for consolidation and generalization of motor learning and thus the efficacy of rehabilitation.To investigate the hallmarks of motor learning in people with FOG compared to those without by comparing the effects of an intensive motor learning program to improve handwriting.Thirty five patients with PD, including 19 without and 16 with FOG received six weeks of handwriting training consisting of exercises provided on paper and on a touch-sensitive writing tablet. Writing training was based on single- and dual-task writing and was supported by means of visual target zones. To investigate automatization, generalization and retention of learning, writing performance was assessed before and after training in the presence and absence of cues and dual tasking and after a six-week retention period. Writing amplitude was measured as primary outcome measure and variability of writing and dual-task accuracy as secondary outcomes.Significant learning effects were present on all outcome measures in both groups, both for writing under single- and dual-task conditions. However, the gains in writing amplitude were not retained after a retention period of six weeks without training in the patient group without FOG. Furthermore, patients with FOG were highly dependent on the visual target zones, reflecting reduced generalization of learning in this group.Although short-term learning effects were present in both groups, generalization and retention of motor learning were specifically impaired in patients with PD and FOG. The results of this study underscore the importance of individualized rehabilitation protocols.
Heremans, Elke; Nackaerts, Evelien; Vervoort, Griet; Broeder, Sanne; Swinnen, Stephan P; Nieuwboer, Alice
Patients with Parkinson's disease (PD) and freezing of gait (FOG) suffer from more impaired motor and cognitive functioning than their non-freezing counterparts. This underlies an even higher need for targeted rehabilitation programs in this group. However, so far it is unclear whether FOG affects the ability for consolidation and generalization of motor learning and thus the efficacy of rehabilitation. To investigate the hallmarks of motor learning in people with FOG compared to those without by comparing the effects of an intensive motor learning program to improve handwriting. Thirty five patients with PD, including 19 without and 16 with FOG received six weeks of handwriting training consisting of exercises provided on paper and on a touch-sensitive writing tablet. Writing training was based on single- and dual-task writing and was supported by means of visual target zones. To investigate automatization, generalization and retention of learning, writing performance was assessed before and after training in the presence and absence of cues and dual tasking and after a six-week retention period. Writing amplitude was measured as primary outcome measure and variability of writing and dual-task accuracy as secondary outcomes. Significant learning effects were present on all outcome measures in both groups, both for writing under single- and dual-task conditions. However, the gains in writing amplitude were not retained after a retention period of six weeks without training in the patient group without FOG. Furthermore, patients with FOG were highly dependent on the visual target zones, reflecting reduced generalization of learning in this group. Although short-term learning effects were present in both groups, generalization and retention of motor learning were specifically impaired in patients with PD and FOG. The results of this study underscore the importance of individualized rehabilitation protocols.
Full Text Available At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading
Ewertsson, Mona; Bagga-Gupta, Sangeeta; Allvin, Renée; Blomberg, Karin
Clinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students' identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice. An ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews ( n = 7) that were conducted during nursing students' ( n = 17) clinical practice at an emergency department at a university hospital in Sweden. The overarching theme identified was "Learning about professional identities with respect to situated power". This encompasses tensions in students' learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: "Embodied knowledge", "Divergent ways of assessing and evaluating knowledge" and "Balancing approaches". Nursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators' and the preceptors' roles for
Ferry, L Hyder; Job, J; Knutsen, S; Montgomery, S; Petersen, F; Rudatsikira, E; Singh, P
The aim of the programme was to ultimately affect public health practice and policy in the Kingdom of Cambodia and Lao People's Democratic Republic (Lao PDR) by training key health professionals to conduct tobacco control research. Encouraged by the World Health Organization's Framework Convention on Tobacco Control, a global partnership formed to build effective leadership to develop and guide national tobacco control agendas. The partners were the Ministries of Health (Cambodia and Lao PDR), non-government organisations (Adventist Development and Relief Agency in Cambodia and Laos) and an academic institution (Loma Linda University, Loma Linda, California, USA). 16 health professionals, 10 from Cambodia and 6 from Lao PDR, were selected by local advisory committees to enter a two-year, intensive tobacco research graduate certificate and research training programme. We developed a "Global Tobacco Control Methods" (GTCM) 28 unit certificate programme that was offered in five sessions from September 2003 to September 2005 at the National Institute of Public Health, Phnom Penh, Cambodia. As part of their coursework, the 16 trainees actively participated in the development and implementation of two research projects. In the first project, "Healthy Doc Healthy Patient" (HDHP), trainees adapted an existing, self-administered questionnaire designed to assess health practices and beliefs of medical students in Cambodia and Lao PDR. The second project involved the design of a national prevalence of tobacco use and health beliefs study in Cambodia using a multi-stage, cluster sample method. Trainees were sponsored to attend and present at international tobacco control conferences to enhance their awareness of the tobacco epidemic. As of September 2005, 14 trainees (8 from Cambodia and 6 from Lao PDR) completed the courses in the GTCM certificate programme. The HDHP study sampled four medical school classes (years 3, 4, 5 and 6) in both Cambodia (n = 330, 71.1% response rate
Arnold, Vanessa D.; Roach, Terry D.
Writing letters to elected officials and letters to the editor helps students articulate their thoughts based on sound evidence and valid reasoning, avoiding "sounding off" and emotional appeals. Writing skills, critical thinking, and civic values are reinforced. (SK)
Full Text Available Recent research showed that visual cueing can have both beneficial and detrimental effects on handwriting of patients with Parkinson’s disease (PD and healthy controls depending on the circumstances. Hence, using other sensory modalities to deliver cueing or feedback may be a valuable alternative. Therefore, the current study compared the effects of short-term training with either continuous visual cues or intermittent intelligent verbal feedback. Ten PD patients and nine healthy controls were randomly assigned to one of these training modes. To assess transfer of learning, writing performance was assessed in the absence of cueing and feedback on both trained and untrained writing sequences. The feedback pen and a touch-sensitive writing tablet were used for testing. Both training types resulted in improved writing amplitudes for the trained and untrained sequences. In conclusion, these results suggest that the feedback pen is a valuable tool to implement writing training in a tailor-made fashion for people with PD. Future studies should include larger sample sizes and different subgroups of PD for long-term training with the feedback pen.
Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm
This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner…
Current Migration Studies literature in Europe can broadly be divided into two major strands. First is dominated by studies on the East-West migration of working class or asylum seeking, postcolonial ethnic groups and problems associated with their subsequent integration/assimilation into the host society. The second, more recent, strand of migration research is that of highly skilled professional migrants, usually hypermobile white men moving across highly-developed countries (for example wi...
Yuliya Leonidovna Lampusova
Full Text Available Training is a form of active learning that is aimed at developing knowledge, skills, and attitudes. To improve operational security officers of Internal Affairs Agencies activity, we have schemed out training for the development of communication skills. This paper presents the exercises focusing on the professional communication skills of employees of the Criminal Investigation Department of the Interior development. Eight exercises are described, the main objectives of them are: learning to navigate the feelings of the partner, the ability to change the position of the interlocutor, the formation of the ability to listen to the end and not to interrupt, developing the ability to talk, improving the communicative competence and the development of the ability to accurately convey information.
Zurcher, Melinda A.
Writing is a complex act that requires students' concentrated time and effort to master--time and effort that teachers strain to find in a crowded curriculum. Despite this struggle to prioritize writing, students in the 21st century need writing skills to participate in the workplace, academia, economy, and democracy. If writing skills really are…
Yenaeng, Sasikanchana; Saelee, Somkid; Samai, Wirachai
The system evaluation for report writing skills of summary by Hybrid Genetic Algorithm-Support Vector Machines (HGA-SVM) with Ontology of Medical Case Study in Problem Based Learning (PBL) is a system was developed as a guideline of scoring for the facilitators or medical teacher. The essay answers come from medical student of medical education courses in the nervous system motion and Behavior I and II subject, a third year medical student 20 groups of 9-10 people, the Faculty of Medicine in Prince of Songkla University (PSU). The audit committee have the opinion that the ratings of individual facilitators are inadequate, this system to solve such problems. In this paper proposes a development of the system evaluation for report writing skills of summary by HGA-SVM with Ontology of medical case study in PBL which the mean scores of machine learning score and humans (facilitators) score were not different at the significantly level .05 all 3 essay parts contain problem essay part, hypothesis essay part and learning objective essay part. The result show that, the average score all 3 essay parts that were not significantly different from the rate at the level of significance .05.
Full Text Available Service-learning classes, because they emphasize the creation of product that has value outside the confines of the college classroom, offer students an experience in professional formation, a practice that may prove anathema to the ethos of “service.” The desire to counteract this individualistic attitude has led instructors to promulgate an activist agenda within their classrooms, teaching students to critique hierarchical power structures, redress social inequities, or challenge lines of societal exclusion. And yet, such practitioners repeatedly acknowledge the difficulty of this instructional aim and attest to the students’ inability to envision themselves as advocates for societal change. I hold that this objective of transforming students into activists based on the experience of service-learning classes may not be feasible due the economic dynamic of a college classroom, where students pay tuition for their education and engage in work that is assessed and evaluated. Consequently, rather than create service-learning projects around theoretical positions of dissent and critique, I have designed a service-learning class on the topic of urban revitalization that involves students in promotional and collaborative partnerships with non-profit organizations in town. In other words, by tapping into a pragmatic, national movement such as urban renewal, I have aimed to raise the students’ awareness of how they might become agents of change and how their particular skill set of writing could be of service to the community. Drawing upon my experiences with students in a Business and Professional Writing class, I discuss specific readings and writing assignments in this article, chiefly the writing products that were commissioned by different non-profit groups in town. The discussion examines some of the theoretical implications behind reinforcing college students’ awareness of civic commitment while developing their written and rhetorical
Neumann, David L.; Hood, Michelle
A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a…
Murphy, Joel P.; Murphy, Shirley A.
A convergent mixed methods research design addressed the extent of benefit obtained from reading culturally inclusive prompts (i.e., four brief essays written by Latino authors) to improve essay writing in a developmental (pre-college) English course. Participants were 45 Latino students who provided quantitative data. Chi square analysis showed…
Bengtsson, Mariette; Carlson, Elisabeth
Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors' requests and educational needs when developing a continuous professional development course on an advanced level. This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard's description of the method. The participating preceptors illuminated two main themes: 'Tools for effective precepting of students and healthcare professionals' and 'in-depth knowledge and understanding of preceptorship in an academic setting'. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by
Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S
Lack of cultural competence in care contributes to poor experiences and outcomes from care for migrants and racial and ethnic minorities. As a result, health and social care organizations currently promote cultural competence of their workforce as a means of addressing persistent poor experiences and outcomes. At present, there are unsystematic and diverse ways of promoting cultural competence, and their impact on clinician skills and patient outcomes is unknown. We developed and implemented an innovative model, cultural consultation service (CCS), to promote cultural competence of clinicians and directly improve on patient experiences and outcomes from care. CCS model is an adaptation of the McGill model, which uses ethnographic methodology and medical anthropological knowledge. The method and approach not only contributes both to a broader conceptual and dynamic understanding of culture, but also to learning of cultural competence skills by healthcare professionals. The CCS model demonstrates that multidisciplinary workforce can acquire cultural competence skills better through the clinical encounter, as this promotes integration of learning into day-to-day practice. Results indicate that clinicians developed a broader and patient-centred understanding of culture, and gained skills in narrative-based assessment method, management of complexity of care, competing assumptions and expectations, and clinical cultural formulation. Cultural competence is defined as a set of skills, attitudes and practices that enable the healthcare professionals to deliver high-quality interventions to patients from diverse cultural backgrounds. Improving on the cultural competence skills of the workforce has been promoted as a way of reducing ethnic and racial inequalities in service outcomes. Currently, diverse models for training in cultural competence exist, mostly with no evidence of effect. We established an innovative narrative-based cultural consultation service in an inner
The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model…
Douma, Kirsten F L; Smets, Ellen M A; Allain, Dawn C
Non-genetic health professionals (NGHPs) have insufficient knowledge of cancer genetics, express educational needs and are unprepared to counsel their patients regarding their genetic test results. So far, it is unclear how NGHPs perceive their own communication skills. This study was undertaken to gain insight in their perceptions, attitudes and knowledge. Two publically accessible databases were used to invite NGHPs providing cancer genetic services to complete a questionnaire. The survey assessed: sociodemographic attributes, experience in ordering hereditary cancer genetic testing, attitude, knowledge, perception of communication skills (e.g. information giving, decision-making) and educational needs. Of all respondents (N = 49, response rate 11%), most have a positive view of their own information giving (mean = 53.91, range 13-65) and decision making skills (64-77% depending on topic). NGHPs feel responsible for enabling disease and treatment related behavior (89-91%). However, 20-30% reported difficulties managing patients' emotions and did not see management of long-term emotions as their responsibility. Correct answers on knowledge questions ranged between 41 and 96%. Higher knowledge was associated with more confidence in NGHPs' own communication skills (r(s) = .33, p = 0.03). Although NGHPs have a positive view of their communication skills, they perceive more difficulties managing emotions. The association between less confidence in communication skills and lower knowledge level suggests awareness of knowledge gaps affects confidence. NGHPs might benefit from education about managing client emotions. Further research using observation of actual counselling consultations is needed to investigate the skills of this specific group of providers.
Full Text Available Developing learners’ writing skills has been of concern for a long time in education. Students studying English in our educational institutions have been found to face problems mainly in writing, making them unable to cope with the institution’s literacy expectations. However, these students may be able to develop writing skills significantly with positive instructional attitudes towards the errors they make and awareness on the teachers’ part of learner problems. That is why they should improve classroom writing instruction to address the serious problem of students writing difficult. Teaching strategies has shown a dramatic effect on the quality of students’ writing. Strategy instruction involves explicitly and systematically teaching steps necessary to use strategies independently. The following table will explain the above ideas.
Adema, J.; Van der Zee, K.I.
This paper concerns the development of a self-instructional program for training in basic counseling skills. The product was a multimedia computer program, named GEVAT. The training under consideration was based on a traditional training in which students enhance these skills under supervision.
Wihlborg, Jonas; Edgren, Gudrun; Johansson, Anders; Sivberg, Bengt
The Swedish ambulance health care services are changing and developing, with the ambulance nurse playing a central role in the development of practice. The competence required by ambulance nurses in the profession remains undefined and provides a challenge. The need for a clear and updated description of ambulance nurses' competence, including the perspective of professional experiences, seems to be essential. The aim of this study was to elucidate ambulance nurses' professional experiences and to describe aspects affecting their competence. For data collection, the study used the Critical Incident Technique, interviewing 32 ambulance nurses. A qualitative content analysis was applied. This study elucidates essential parts of the development, usage and perceptions of the competence of ambulance nurses and how, in various ways, this is affected by professional experiences. The development of competence is strongly affected by the ability and possibility to reflect on practice on a professional and personal level, particularly in cooperation with colleagues. Experiences and communication skills are regarded as decisive in challenging clinical situations. The way ambulance nurses perceive their own competence is closely linked to patient outcome. The results of this study can be used in professional and curriculum development. Copyright © 2016 Elsevier Ltd. All rights reserved.
Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm
This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.
Full Text Available Although handwriting is typically taught during early childhood and keyboarding may not be taught explicitly, both may be relevant to writing development in the later grades. Thus, Study 1 investigated automatic production of the ordered alphabet from memory for manuscript (unjoined, cursive (joined, keyboard letter modes (alphabet 15 sec, their relationships with each other, and spelling and composing in typically developing writers in grades 4 to 7 (n =113. Study 2 compared students with dysgraphia (impaired handwriting, n=27, dyslexia (impaired word spelling, n=40, or oral and written language learning disability (OWL LD (impaired syntax composing, n=11 or controls without specific writing disabilities (n=10 in grades 4 to 9 (n=88 on the same alphabet 15 modes, manner of copying, spelling, and sentence composing. In Study 1, sequential multilevel model regressions of predictor alphabet 15 letter production/selection modes on spelling and composition outcomes, measured annually from grade 4 to grade 7 (ages 9 to 13 years, showed that only the cursive mode uniquely, positively, and consistently predicted both spelling and composing in each grade. For composing, in grade 4 manuscript mode was positively predictive and in grades 5-7 keyboard selection was. In Study 2 all letter production modes correlated with each other and oneâ€™s best and fast sentence copying, spelling, and timed sentence composing. The groups with specific writing disabilities differed from control group on alphabet 15 manuscript mode, copy fast, and timed sentence composing. The dysgraphia and dyslexia groups differed on copying sentences in oneâ€™s best handwriting, with the dysgraphia group scoring lower. The educational and theoretical significance of the findings are discussed for multiple modes and manners of letter production/selection of the alphabet that support spelling and composing beyond the early grades in students with and without specific writing
Malmberg-Heimonen, Ira; Natland, Sidsel; Tøge, Anne Grete; Hansen, Helle Cathrine
Using a cluster-randomised design, this study analyses the effects of a government-administered skill training programme for social workers in Norway. The training programme aims to improve social workers' professional competences by enhancing and systematising follow-up work directed towards longer-term unemployed clients in the following areas: encountering the user, system-oriented efforts and administrative work. The main tools and techniques of the programme are based on motivational interviewing and appreciative inquiry. The data comprise responses to baseline and eighteen-month follow-up questionnaires administered to all social workers (n = 99) in eighteen participating Labour and Welfare offices randomised into experimental and control groups. The findings indicate that the skill training programme positively affected the social workers' evaluations of their professional competences and quality of work supervision received. The acquisition and mastering of combinations of specific tools and techniques, a comprehensive supervision structure and the opportunity to adapt the learned skills to local conditions were important in explaining the results. PMID:27559232
Full Text Available Nowadays the use of the mobile learning has an impact in the teaching of a second language since it is incorporating in the processes of learning in order to support the different abilities of the language particularly the oral skills. However, there are few studies that deal with improving writing skills through mobile devices. This article describes a quantitative study to test the effect of using academic and non-academic resources in mobile devices to develop writing skills in English in a group of freshmen university students. The theoretical framework used in this research examines the Systemic Functional Linguistics (Halliday specifically, the genre theory of Martin & Rose (2007 and the approach of language learning assisted by mobile devices (MALL. The student’s writing skills were evaluated in the texts produced by them according to the generic structure of the text, cohesion, accuracy and mechanics aspects (spelling/capitalization and punctuation before and after the m-learning experience. The data show a better performance in the student’s writing skills after using the resources; the results correlated significantly with the number of times of academic resources reviewed by students.Hoy en día el uso de tecnología móvil ha impactado en la enseñanza de una segunda lengua ya que en los procesos de aprendizaje se están implementado el uso de dispositivos móviles con el fin de apoyar las diferentes habilidades de la lengua, particularmente la oral. Sin embargo, son pocos los estudios que apuntan a mejorar la habilidad de escribir. Este artículo describe un estudio de corte cuantitativo realizado para determinar el efecto del uso de recursos académicos y no académicos en dispositivos móviles, en el desarrollo de habilidades escriturales en inglés, de un grupo de estudiantes universitarios de primer ingreso. Esta investigación se fundamenta en la perspectiva Sistémico Funcional (Halliday específicamente en la teoría de g
Shaughnessy, Michael F.; Eastham, Nicholas
The problem of college students' writing skills or lack thereof is generally agreed upon in academia. One cause is the inordinate amount of multiple choice/true false/fill in the blank type of tests that students take in high school and college. Not only is there is a dearth of actual classes in writing available, few students recognize the need…
Kemper, P.F.; van Noord, I.; de Bruijne, M.C.; Knol, D.L.; Wagner, C.; van Dyck, C.
Background A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the
Kemper, P.F.; Noord, I. van; Bruijne, M. de; Knol, D.L.; Wagner, C.; Dyck, C. van
Background: A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the
Over the last 20 years or more, a plethora of movement programmes have been adopted within primary physical education in the UK and across Australia. One particular programme, Fundamental Movement Skills (STEPS Professional Development), became of interest to the researcher during her dual role as the UK Fundamental Movement Skills (FMS)…
Shoemaker, Sarah E.; Thomas, Christopher; Roberts, Todd; Boltz, Robin
The North Carolina School of Science and Mathematics (NCSSM) offers students a wide variety of real-world opportunities to develop skills and talent critical for students to gain the essential professional and personal skills that lead to success in science, technology, engineering, and mathematics (STEM) careers. One of the key avenues available…
Neelu Sinha, Ph.D.
Full Text Available Writing fosters both critical thinking and student learning, serving as one of the most effective ways to understand a topic. Writing across the Curriculum (WAC began in the late 1970’s, as a pedagogical reform movement in response to a perceived deficiency in literacy among college students. Over the past two decades universities have worked to broaden the scope of student writing from composition classes to classes in the students’ major. This paper chronicles the application of WAC into the discipline of Computer Science. The purpose of this study is to develop an online Computer Security course (for sophomores and juniors in Computer Science, under the umbrella of WAC, to help improve the students’ writing overall and focus on skills students require in upper level courses in the major. Developing this course as an online course (rather than a traditional face-to-face course offers flexible configurability and scalability, features that are useful to prepare students for constantly changing real world security challenges. This paper includes all aspects of course design and insight into lessons learned. Results indicate that both the faculty and students benefit from such a writing intensive course. Reading and responding to the students’ writing enables faculty to gain valuable insights into the students’ thoughts, ideas, problems, and other issues. Students reported increased knowledge and comprehension of the subject material, deeper understanding of the conventions within Computer Science, improved analysis and reporting skills, ability to understand and present abstract concepts effectively, and skill in producing professional documents.
Full Text Available Background. South Africa’s health sector spans the private and the public sectors. Within the sectors, health managers take on strategic leadership roles without formal training in management or leadership – a trend more common in the public sector than the private sector. Health managers are selected based on their clinical skills rather than their leadership or management skills. Objective. To compare self-rated competencies in management and leadership before and after training of the participants; to assess participants’ experience of the training programme; and to evaluate the management and leadership skills of the participants after training. Methods. A cross-sectional, descriptive analytical method and 360° interviewing were used in this study. Participants were evaluated ~18 months after completion of the training programme. A 360° evaluation (360° E of six of the 12 leadership/management competencies was done with the supervisors, colleagues, and subordinates of the participants. Results. All participants rated themselves as improved in 12 managerial and leadership competencies. The 360° E affirmed five of these competencies as improved, with the ability to create and implement a marketing plan rating poorly. Conclusion. Training in management leads to improvement in both leadership and managerial skills of health professionals.
Full Text Available Background. South Africaâ€™s health sector spans the private and the public sectors. Within the sectors, health managers take on strategic leadership roles without formal training in management or leadership â€“ a trend more common in the public sector than the private sector. Health managers are selected based on their clinical skills rather than their leadership or management skills.Objective. To compare self-rated competencies in management and leadership before and after training of the participants; to assess participantsâ€™ experience of the training programme; and to evaluate the management and leadership skills of the participants after training.Methods. A cross-sectional, descriptive analytical method and 360Â° interviewing were used in this study. Participants were evaluated ~18 months after completion of the training programme. A 360Â° evaluation (360Â° E of six of the 12 leadership/management competencies was done with the supervisors, colleagues, and subordinates of the participants.Results. All participants rated themselves as improved in 12 managerial and leadership competencies. The 360Â° E affirmed five of these competenciesÂ as improved, with the ability to create and implement a marketing plan rating poorly.Conclusion. Training in management leads to improvement in both leadership and managerial skills of health professionals.
Morton, Johnnye L.; Grace, Marsha
Provides guidelines to help reading professionals in administrative positions develop an awareness of conflict, become sensitive to situations that typically cause conflict, and begin to learn effective management strategies. (ARH)
The "Literacy Cafe," a celebration of genre study and student writing, offers students (and visitors!) a positive environment in which to engage in reading and discussion of writing without self-consciousness or fear of criticism. It works because students learn to recognize writing as a learning tool and a relevant, authentic skill in the real…
Clarke, Patricia; Schull, Daniel; Coleman, Glen; Pitt, Rachael; Manathunga, Catherine
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students' research…
Brown, Jamie N; Tiemann, Kelsey A; Ostroff, Jared L
To provide a description of a pharmacy residency rotation dedicated to medical writing developed at a tertiary care academic medical center. Contribution to the medical literature is an important component of professional pharmacy practice, and there are many benefits seen by practitioners actively involved in scholarly activities. Residency programs have an opportunity to expand beyond the standard roles of postgraduate pharmacist training but rarely is there formal instruction on medical writing skills or are scholarship opportunities provided to residents. In order to address this deficiency, a residency program may consider the implementation of a formal Medical Writing rotation. This rotation is designed to introduce the resident to medical writing through active discussion on medical writing foundational topics, engage the resident in a collaborative review of a manuscript submitted to a peer-reviewed professional journal, and support the resident in the design and composition of manuscript of publishable quality. A structured Medical Writing rotation during a pharmacy resident's training can help develop the skills necessary to promote scholarly activities and foster resident interest in future pursuit of professional medical writing.
Jones, Cindy D'On
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…
The Role of Collaborative Work in the Development of Elementary Students' Writing Skills (El papel del trabajo colaborativo en el desarrollo de las habilidades de escritura de estudiantes de primaria)
Yate González,Yuly Yinneth; Saenz, Luis Fernando; Bermeo, Johanna Alejandra; Castañeda Chaves, Andrés Fernando
In this article we report the findings of a two-phase action research study focused on the role of collaborative work in the development of elementary students' writing skills at a Colombian school. This was decided after having identified the students' difficulties in the English classes related to word transfer, literal translation, weak…
Natalia Sanchez Narvaez
Full Text Available The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014 encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs in language lessons (Chen, Chen, & Tsai, 2009. As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.
Jennifer R. Brigati
Full Text Available Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading. T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading. While the grading process described here does not lead to statistically significant gains (or reductions in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.
Brigati, Jennifer R; Swann, Jerilyn M
Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.
Brigati, Jennifer R.; Swann, Jerilyn M.
Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings. PMID:25949758
Çelik, Tugba; Demirgünes, Sercan
Weblogs offer a new writing and reading environment. Most people in the education process may improve their writing skills and achieve new perspectives related to writing via weblogs. In this study the changes that weblog writing process created in undergraduates'/candidate teachers' minds regarding writing are revealed. The weblog writing process…
Minott, Mark A.; Willett, Ionie Liburd
The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential…
Nitkin, Mindell Reiss; White, Shelley K.; Shapiro, Mary
This article presents the Simmons World Challenge curriculum, an intensive, interdisciplinary program for sophomore undergraduate students that emphasizes student-directed collaborative learning and skills development. The authors present the curricular approach and assessment outcomes, and they relate this program to goals of the AAC&U's…
... in Regional center of education and formation in professions, Taza Morocco. ... to the field of training led to the creation of this new reality called e-learning. ... devices and skills in a virtual environment ie "Technical instrumentation" and ...
Gorman, Michael F.
A longitudinal study of information technology (IT) managers at a Fortune 200 company in the Southwest United States was conducted to assess the effectiveness of a training program at bridging the perceived business skills gap for IT employees. A needs assessment was carried out, resulting in a 4-module training program. The program was evaluated…
Antonsson, H; Aström, S; Lundström, M; Graneheim, U H
Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities. © 2012 John Wiley & Sons Ltd.
Kang, YoungJu; Ritzhaupt, Albert D.
The purpose of this research was to identify the competencies of an educational technologist via a job announcement analysis. Four hundred job announcements were collected from a variety of online job databases over a 5-month period. Following a systematic process of collection, documentation, and analysis, we derived over 150 knowledge, skill,…
Peltier, James W.; Scovotti, Carol; Pointer, Lucille
Professional student organizations offer members a wide range of learning opportunities for applied marketing experiences. Little research exists in the marketing education literature on the role student organizations play in preparing their members for life beyond school. Understanding what students seek as members of such organizations and how…
Kilic, Hulya; Tunc Pekkan, Zelha
In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three…
Brizee, Allen; Langmead, Joseph
For decades, scholars and working professionals have known that accountants struggle with communication. Experts agree that integrating communication pedagogy into accounting courses is the most effective way of addressing this problem, but an integrated approach is not always possible. In this programmatic and pedagogical article, we address this…
Wasik, Barbara A.; Hindman, Annemarie H.
In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the "business as usual" PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional…
Hancock, Sally; Walsh, Elaine
The science, technology, engineering, mathematics (STEM) doctorate is the established entry qualification for a scientific research career. However, contemporary STEM doctoral graduates assume increasingly diverse professional paths, with many forging non-academic careers. Using the UK as an example, the authors suggest that the STEM PhD fails to…
Marrero, Isis; Bell, Michael; Dunn, Laura B.; Roberts, Laura Weiss
Background: Professionalism is one of the fundamental expectations and a core competency in residency education. Although programs use a variety of evaluative methods, little is known about residents' views of and preferences regarding various methods of assessment. Method: The authors surveyed residents at seven psychiatry residency programs…
Cotabish, Alicia; Dailey, Deborah; Hughes, Gail D.; Robinson, Ann
In order to increase the quality and quantity of science instruction, elementary teachers must receive professional development in science learning processes. The current study was part of a larger randomized field study of teacher and student learning in science. In two districts in a southern state, researchers randomly assigned teacher…
Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118
Acai, Anita; McQueen, Sydney A; Fahim, Christine; Wagner, Natalie; McKinnon, Victoria; Boston, Jody; Maxwell, Colina; Sonnadara, Ranil R
Past research has demonstrated the positive effects of visual and performing arts on health professionals' observational acuity and associated diagnostic skills, well-being and professional identity. However, to date, the use of arts for the development of non-technical skills, such as teamwork and communication, has not been studied thoroughly. In partnership with a community print and media arts organisation, Centre, we used a phenomenological approach to explore front-line mental health and social service workers' experiences with a creative professional development workshop based on the visual and performing arts. Through preworkshop and postworkshop interviews with participants and postworkshop interviews with their managers, we sought to examine how participants' perceptions of the workshop compared with their preworkshop expectations, specific impacts of the workshop with respect to participants' teamwork and communication skills and changes in their perceptions regarding the use of the arts in professional development. Our workshops were successful in enhancing teamwork skills among participants and showed promise in the development of communication skills, though observable changes in workplace communication could not be confirmed. The workshop facilitated teamwork and collegiality between colleagues, creating a more enjoyable and accepting work environment. The workshops also helped participants identify the strengths and weaknesses of their communication skills, made them more comfortable with different communication styles and provided them with strategies to enhance their communication skills. Participation in the arts can be beneficial for the development of interpersonal skills such as teamwork and communication among health professionals. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Evelio Guillermo Pozo Velázquez
Full Text Available This work aims at the validation of measuring skill as one of the bassic professi onal skill conceived for the formation of the Physics professor from the definitions given by A. Márquez(1987 and H. Fuentes(1994 in one of a first approximation, in order to make later, a validation of the conceptual and operational structure of this sk ill taking into consideration the definition of the concept of measurement given by the necessity of the social task in the formation to the first ́year student in the career Mathematics–Physics in the University of Pedagogical Science “Rafael María de Mendive” in Pinar del Río.
Teresa Maria Monllau Jaques
Full Text Available This work has had as objective to analyze the skills acquired through internships in business companies by gender that have made the students of the Faculty of Economics and Business at the University Pompeu Fabra. The internship is a basic item in order to obtain a hard connection between the University and social-economic world where University and Enterprises develop their activity. In this study we want to know about two aspects. The first one, we want to know the profit that is obtained from the Student as a consequence of internship and mentoring. Also, we want to study about the importance of mentoring as a principal element that establish the relationship between the Student and the Company. Moreover, it has sought to analyze if certain factors such as the size of the company where the practices has been performed, the study rank level that was achieved or the fact of being a man or a woman, were among the determining factors at the time of acquiring the skills. The results presented here indicate that the size of the company that have been making the practices and the gender of the student are related to the acquisition of certain skills. There was not a statistically significant relationship related to the rank level have by the students in the practice. In the future we are going to study if the labor market Integration is easier if the Student has performed work placement.
Khalid U Al-Umran
Full Text Available Background: The teaching of communication skills is gaining increasing attention. However, the opportunities for faculty development are limited. This study highlights an attempt by the Medical Education Unit, King Fahd Hospital of the University, Al-Khobar, to raise the awareness of faculty to this vital area by organizing a one-day workshop. Method: A one-day workshop was organized to improve the awareness of the participants to the role of communication skills such as doctor-patient interaction, breaking bad news, counseling and conflict management. In all, 168 participants consisting of faculty members, interns and students, both male and female participated. The sessions included interactive lectures, video demonstrations and role play. Results: The feedback from the participants indicated that the objectives of the workshop were largely realized. The presentations by speakers were of high quality. However, the participants wanted more small group activities and video-demonstrations that were relevant to the local environment. Conclusion: By and large, the one-day workshop was found to be a practical model for an initial attempt to raise awareness. Further work is needed to organize more intensive workshops on specific issues related to communication skills.
Cook, Kathleen E.; Murowchick, Elise
Creating literature reviews encompasses skills that are central to psychology students' academic and professional lives, yet writing them consistently challenges students. Research shows that instruction leads to improvement in students' literature reviews within courses (Boscolo, Arfé, & Quarisa, 2007; Granello, 2001), but little work…
Carolan, Fergal; Kyppö, Anna
This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process…