Communicating the Benefits of a Full Sequence of High School Science Courses

Science.gov (United States)

Nicholas, Catherine Marie

2014-01-01

High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…

Students' and Teachers' Perceptions of after School Online Course

Science.gov (United States)

Yalavaç, Gamze; Samur, Yavuz

2016-01-01

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

Evaluation of DynED Courses Used in Elementary Schools From the Views of Teachers in Turkey

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Gökhan BAŞ

2010-04-01

Full Text Available In this study, it was aimed to evaluate DynED courses used in English classes in elementary schools of Turkey from the views of teachers. The study was conducted with the students and teachers in Nigde, Turkey in the spring term of 2008-2009 academic year. The participants of the study were twelve English language teachers from six elementary schools. Two teachers from each school participated in the study which makes totally twelve English language teachers. Six teachers from some rural area elementary schools and six teachers from city centre elementary schools participated in the study. The teachers were selected randomly. The data of this study were analysed through descriptive analysis techniques by using NVivo2 Qualitative Data Analysis Programme. In this study, semi-structured illustrative qualitative research method was used. Consequently, the teachers stated that they were applying DynED courses in schools. Similarly, they had positive observations during the application of these courses. On the other hand, they stated that they faced with some difficulties such as technological problems, limited time of English courses at school and school principals‟ negative attitudes towards the usage of these courses, etc. They also stated other difficulties and problems they faced in the duration of DynED courses at school.

The Impact of High School Economics on the College Principles of Economics Course.

Science.gov (United States)

Brasfield, David W.

1993-01-01

Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

Stereotype Threat? Male and Female Students in Advanced High School Courses

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Corra, Mamadi

Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

CERN accelerator school: an introductory course in Poland

CERN Multimedia

2006-01-01

For the first time since the CERN Accelerator School (CAS) was set up, the â€ﾜIntroduction to Accelerator Physics” course was held in Zakopane, Poland.  This course was organised together with the National Atomic Energy Agency, Warsaw and the AGH University of Science and Technology, Cracow and was held from 1-13 October 2006 at the foot of the Tatra Mountains. The course was very well attended with 113 participants representing 26 different nationalities. Although most of the participants originated from Europe, some students came from countries as far away as Canada, China, India and North America.

Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

Science.gov (United States)

American Psychologist, 2013

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

A formative evaluation of a high school blended learning biology course

Science.gov (United States)

Nellman, Stephen William

As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all students. One option for increasing the number of students in a classroom without sacrificing quality of instruction is to use "blended learning". Blended learning is defined by Marsh et al. (2003, p.2) as a situation where "face-to-face and distance education delivery methods and resources are merged". In such a course, students receive the benefits of classroom-based instruction, while also benefiting from several aspects of distance learning. This is especially true for science courses that rely heavily on both hands-on labs and various multimedia. The purpose of this study was a formative evaluation of a high school blended learning biology course, focusing on a genetics unit. The research question addressed by the study was "Will participants increase their domain knowledge and problem-solving skills after instruction in a high school level blended distance learning biology course? Also investigated was if higher levels of self-regulation skills were correlated to higher levels of content-understanding and problem-solving. The study was composed of a pilot study and a main study. Participants were students in an urban Southern California public high school biology course. Classroom instruction was from a single instructor, and online content was managed using the "Moodle" course management system. Participants were assessed for their gains in genetics content-understanding, genetics problem-solving skills (Punnett squares), and self-regulation. Additionally, participant reactions to the blended instruction model were surveyed. Results indicated that significant increases (pself-regulation skills were not shown to be significantly correlated to increased content-understanding, or problem-solving skills. Participants reacted positively to the blended model, suggesting that it be used more often in their

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

Science.gov (United States)

Glaude-Bolte, Katherine

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

Effectiveness of a Business Communication Course: Evidence from a Business School in India

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Gayathridevi, K. Sri; Deepa, R.

2015-01-01

This study aims to show the effectiveness of a business communication course offered in a business school in India. All students who enrolled for the Master of Business Administration program in the school were considered for the study. The study adapted a pretest and posttest approach to find the effectiveness of the course. It also describes the…

Proceedings of CAS - CERN Accelerator School: Advanced Accelerator Physics Course

International Nuclear Information System (INIS)

Herr, W

2014-01-01

This report presents the proceedings of the Course on Advanced Accelerator Physics organized by the CERN Accelerator School. The course was held in Trondheim, Norway from 18 to 29 August 2013, in collaboration with the Norwegian University of Science and Technology. Its syllabus was based on previous courses and in particular on the course held in Berlin 2003 whose proceedings were published as CERN Yellow Report CERN-2006-002. The field has seen significant advances in recent years and some topics were presented in a new way and other topics were added. The lectures were supplemented with tutorials on key topics and 14 hours of hands on courses on Optics Design and Corrections, RF Measurement Techniques and Beam Instrumentation and Diagnostics. These courses are a key element of the Advanced Level Course

Delivering a medical school elective with massive open online course (MOOC) technology.

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Robinson, Robert

2016-01-01

The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth-year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group flipped classroom discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5-point Likert scale. The majority of all student ratings (76-95%) of this elective course are for the highest possible choice (Strongly agree or Excellent) for any criteria, regardless if the course was delivered via a traditional or MOOC format. Statistical analysis of these ratings suggests that the Effective Teacher and Overall Evaluations did not statistically differ between the two delivery formats. Student ratings of this elective course were highly similar when delivered in a flipped classroom format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations suggest this is a change that is acceptable to the target audience. This study suggests that

Path Not Found: Disparities in Access to Computer Science Courses in California High Schools

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Martin, Alexis; McAlear, Frieda; Scott, Allison

2015-01-01

"Path Not Found: Disparities in Access to Computer Science Courses in California High Schools" exposes one of the foundational causes of underrepresentation in computing: disparities in access to computer science courses in California's public high schools. This report provides new, detailed data on these disparities by student body…

CAS - CERN Accelerator School: Course on Digital Signal Processing

CERN Document Server

Digital Signal Processing; CAS 2007

2008-01-01

These proceedings present the lectures given at the twenty-first specialized course organized by the CERN Accelerator School (CAS), the topic being Digital Signal Processing. The course was held in Sigtuna, Sweden, from 31 May–9 June 2007. This is the first time this topic has been selected for a specialized course. Taking into account the number of related applications currently in use in accelerators around the world, it was recognized that such a topic should definitively be incorporated into the CAS series of specialized courses. The specific aim of the course was to introduce the participants to the use and programming of Digital Signal Processors (DSPs) and Field Programmable Gate Arrays (FPGAs) evaluation boards. The course consisted of lectures in the mornings covering fundamental background knowledge in mathematics, controls theory, design tools, programming hardware platforms, and implementation details. In the afternoons the students split into two groups with people working in pairs. One group w...

Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

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Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-01-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

An Introduction to Computing: Content for a High School Course.

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Rogers, Jean B.

A general outline of the topics that might be covered in a computers and computing course for high school students is provided. Topics are listed in the order in which they should be taught, and the relative amount of time to be spent on each topic is suggested. Seven units are included in the course outline: (1) general introduction, (2) using…

Experiential Learning of Electronics Subject Matter in Middle School Robotics Courses

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Rihtaršic, David; Avsec, Stanislav; Kocijancic, Slavko

2016-01-01

The purpose of this paper is to investigate whether the experiential learning of electronics subject matter is effective in the middle school open learning of robotics. Electronics is often ignored in robotics courses. Since robotics courses are typically comprised of computer-related subjects, and mechanical and electrical engineering, these…

CERN accelerator school: Introductory course in Poland

CERN Document Server

2006-01-01

For the first time since the CERN Accelerator School (CAS) was set up, the 'Introduction to Accelerator Physics' course was held in Zakopane, Poland. This course was organised together with the National Atomic Energy Agency, Warsaw, and the AGH University of Science and Technology, Cracow, and was held from 1-13 October 2006 at the foot of the Tatra Mountains. The course was very well attended with 113 participants representing 26 different nationalities. Although most of the participants originated from Europe, some students came from countries as far away as Canada, China, India and North America. The intensive programme comprised 35 lectures, 3 seminars given by local Polish lecturers, 5 tutorials where the students were split into four groups, a poster session where students could present their own work and 7 hours of guided and private study. The participants appreciated these study periods, which encouraged collaboration and knowledge-sharing in solving problems and gave them the opportunity to get t...

An Evaluation of the Mathematics Foundation Course in Sultan Qaboos University: Does High School Performance Matter?

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Mohammad Mazharul Islam

2018-01-01

Full Text Available Although the mathematics foundation program was introduced in Sultan Qaboos University (SQU half a decade ago, there has been no evaluation or assessment of the program. The aim of this study was to evaluate the students’ performance in the Mathematics foundation course in SQU and to examine the predictive value of  a student’s high school performance for success in the math foundation course. The study considered a sample of 551 students who took the math course (MATH2107 during 2014 Spring semester. More than 95% of the students were admitted to SQU with a high school score of 80 and above.  The analysis revealed that, in general, female students were admitted to SQU with a significantly higher average high school score than the male students. The findings indicate a very unsatisfactory performance of the students in the mathematics foundation course as the mean GPA was 1.66 and more than half (59% of the students obtained a GPA less than 2 (i.e. below grade C, of which 14% failed and 35% obtained grade D. Female students outperformed male students in the mathematics course. High school mathematics performance, gender and cohort of students were identified as significant predictors of success in the mathematics foundation course.  To increase the success rate of the mathematics course, the high school curriculum needs to be aligned with the University standards and the admission authority should continue to give more attention to high school mathematics scores along with overall high school performance while making admission decisions for the College of Science in SQU.

Communicating the Benefits of a Full Sequence of High School Science Courses

Science.gov (United States)

Nicholas, Catherine Marie

High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

A National Assessment of Colleges and University School Health Education Methods Courses

Science.gov (United States)

Fisher, Christine M.; Price, James H.; Telljohann, Susan K.; Dake, Joseph A.

2015-01-01

Background: Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Methods: Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods…

Internet-based prevention for alcohol and cannabis use: final results of the Climate Schools course.

Science.gov (United States)

Newton, Nicola C; Teesson, Maree; Vogl, Laura E; Andrews, Gavin

2010-04-01

To establish the long-term efficacy of a universal internet-based alcohol and cannabis prevention programme in schools. A cluster-randomized controlled trial was conducted to assess the effectiveness of the Climate Schools: Alcohol and Cannabis Course. The evidence-based course, aimed at reducing alcohol and cannabis use, is facilitated by the internet and consists of 12 novel and curriculum consistent lessons delivered over 6 months. A total of 764 year 8 students (13 years) from 10 Australian secondary schools were allocated randomly to the internet-based prevention programme (n = 397, five schools), or to their usual health classes (n = 367, five schools). Participants were assessed at baseline, immediately post, and 6 and 12 months following completion of the intervention, on measures of alcohol and cannabis knowledge, attitudes, use and related harms. This paper reports the final results of the intervention trial, 12 months following the completion of the Climate Schools: Alcohol and Cannabis Course. The effectiveness of the course 6 months following the intervention has been reported previously. At the 12-month follow-up, compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge, a reduction in average weekly alcohol consumption and a reduction in frequency of drinking to excess. No differences between groups were found on alcohol expectancies, cannabis attitudes or alcohol- and cannabis-related harms. The course was found to be acceptable by teachers and students as a means of delivering drug education in schools. Internet-based prevention programs for school-age children can improve student's knowledge about alcohol and cannabis, and may also reduce alcohol use twelve months after completion.

The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

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Huseyin, Aksu Hasan

2015-01-01

The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

The analysis of the physical education teacher candidates’ attitudes towards school experience course: the case of Batman University

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Enes IŞIKGÖZ

2016-12-01

Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.

Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

Science.gov (United States)

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

High School Weight-Training Curriculum: Course Development Considerations

Science.gov (United States)

Bertelsen, Susan L.; Thompson, Ben

2017-01-01

As weight training gain's popularity as a high school course offering, it is imperative to examine not only the way it is being presented but also the content. There is an appropriate scope and sequence that allows students to grasp basic knowledge and practical experiences to design and perform a weight-training program according to their…

Determination of content of distance course of physics for secondary school

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Kochergina Nina V.

2016-01-01

Full Text Available The approaches to the organization of e-learning in Russian schools are described in this article. The selection of a content of physics course for distance learning on the basis of three factors: a nature of a physics course, peculiarities of distance learning and laws of creation of learning tools is discovered in it. A model of a physics course for distance learning is presented in this article. An example of realization of the model of the physics course for distance learning for students of the 7th grade is given in it. The authors outline prospects of development of the content of general education courses and enlarging the number of students taking distance learning.

Perceptions of Elementary School Students: Experiences and Dreams about the Life Studies Course

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Baysal, Z. Nurdan; Tezcan, Özlem Apak; Araç, Kamil Ersin

2018-01-01

This study seeks to identify elementary school students' views and perceptions of the Life Studies course through verbal and visual instruments. It employs a descriptive phenomenological research design. The study surveyed second- and third-grade students attending one private elementary school and two state elementary schools. The data was…

Short-course Astronomical Research Seminars for High School and College Students

Science.gov (United States)

Johnson, Jolyon

2011-05-01

Since 2008, I have helped lead several short-course astronomical research seminars with Russell M. Genet. These seminars have ranged from semester-long courses at Cuesta College in San Luis Obispo, California to long weekends at the University of Oregon's Pine Mountain Observatory. Each seminar is led by an experienced observer or group of observers who guide high school and college students through the scientific process from observations to publication. The students (anywhere from half a dozen to twenty in number) participate in and contribute to every step. Being a coauthor on one or more research papers offers students an advantage on college and scholarship applications. Similarly, graduate schools often prefer students with research experience. Many topics of research are appropriate for these short-courses including variable star, exoplanet, and asteroid photometry. However, the most successful topic has been visual double stars because the observations required are straitforward and the equipment is relatively inexpensive. The Journal of Double Star Observations is also welcoming of student research and provides swift publication. A detailed description of the short-course seminars can be found in the recent Collins Foundation Press volume titled Small Telescopes and Astronomical Research.

Design Principles for "Thriving in Our Digital World": A High School Computer Science Course

Science.gov (United States)

Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory

2016-01-01

"Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

Science.gov (United States)

Arra, Christopher T.

2010-01-01

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

Fashion Design: Designing a Learner-Active, Multi-Level High School Course

Science.gov (United States)

Nelson, Diane

2009-01-01

A high school fashion design teacher has much in common with the ringmaster of a three-ring circus. The challenges of teaching a hands-on course are to facilitate the entire class and to meet the needs of individual students. When teaching family and consumer sciences, the goal is to have a learner-active classroom. Revamping the high school's…

Development and Evaluation of Senior High School Courses on Emerging Technology: A Case Study of a Course on Virtual Reality

Science.gov (United States)

Chen, Chi-Tung

2012-01-01

In Taiwan, the National Science Council has implemented the High Scope Program (HSP) since 2006. The purpose of this study was to analyze the development and effectiveness of senior high school HSP courses on emerging technology. This study used a course on virtual reality as an example, to investigate the influence of emerging technology courses…

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

Science.gov (United States)

Glaude-Bolte, Katherine

2010-01-01

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

TheExamining Secondary School Students’ Attitudes Towards Visual Arts Course

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Armağan GÜNEŞ

2015-06-01

Full Text Available Art education is thought to be quite an important factor in helping students find their own selves. Guiding students to help them determine their skills at an early age and to take education in the fields appropriate to their skills is the key to children’s success in their professional lives. The purpose of this study was to determine secondary school students’ attitudes towards Visual Arts Education. In order to collect the research data, “Attitude Scale towards the Course of Art and Drawing on the Basis of Multi-Field Art Education Method” developed by Orhun (2003 was used. The data were analyzed with the package software of SPSS 18. The participants in the study were 350 students from eight secondary schools located in two districts of the city of Diyarbakır. The results revealed that there were significant differences in the students’ attitudes towards the Visual Arts Course with respect to their gender, computer use and having family members interested in visual arts. On the other hand, no significant difference was found in relation to the students’ ages, their parents’ educational backgrounds or use of the Internet for the Visual Arts Course.

High School Child Development Courses Provide a Valuable Apprenticeship

Science.gov (United States)

McCombie, Sally M.

2009-01-01

The current media are laden with reports of the many significant problems facing today's youth. In fact, parenting has become a national topic of discussion. Parenting instruction, a responsibility that had previously rested in the home, has become part of educational curricula. Courses in child development are offered for high school students in…

2002 summit course at the international nuclear law school

International Nuclear Information System (INIS)

Dietze, W.

2003-01-01

Report by a participant in the International Nuclear Law School. In 2001, this advanced training course was first offered by the OECD-NEA together with the University of Montpellier and other international partners. This effort is intended to provide an overview of nuclear law, a discipline normally playing a subordinate role in curricula. In this way, a contribution is to be made to the important preservation of the existing knowledge base and to increasing know-how in this field. In 2003, the International Nuclear Law School will be continued with a new curriculum addressed to all interested participants. (orig.) [de

THE TECHNOLOGIES OF DESIGNING THE DISTANCE COURSE FOR PRIMARY SCHOOL TEACHERS’ TRAINING

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Juliia Katasonova

2016-11-01

Full Text Available Nowadays distance education became one of the main forms of studying and became popular in many countries of the world. The rash development of technologies, increasing of the education significance and global informatization makes distance learning one of the foreground directions of the modern education. Nowadays distance learning became an essential part of Primary school teachers professional preparation. There is an actual question of the creation and the implementation of distance courses to the preparation of the future primary school teachers, that will significantly increase the quality of studying. During the process of analyzing the literature, it was identified, that distance learning – is a pedagogical technology. That`s why, before beginning the designing of a distance course, you should remember the main components of a pedagogical technology. In the work «The components of the pedagogical technology», written by V. Bespalko, the foundation of the pedagogical techoogy is considered to be didactics. Modern scientists (V. Kremen, Ye. Rybalko, S. Sysoieva, A. Khutorskyi support the position of V.Bespalko and connect didactic principles with the organization of distance learning.The closest to our understanding appeared some theoretical positions of the work by V. Bikov, V. Kuharenko e.tc., that is called «The technologies of developing of the distance course:tutorial»,in which they offer five stages of designing of the online course: analysis, designing, development, implementation, valuation. During designing of a course, you also should remember about technical methods of realization of the distance education. V. Vishnivsky mentions, that a choice of the e-learning platform is a very important step. Modern platforms divide into two big categories: commercial and free. Try to determine basic steps of designing and creating of a distance course for the future Primary school teachers and use the result during the creation of the

TESTING OF ONLINE ESP COURSE FOR STUDENTS OF ECONOMIC SCHOOLS. FIRST FINDINGS ANALYSIS

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Nina V. Vasilchenko

2013-01-01

Full Text Available The article provides a detailed analysis of the Russian course-books for students of Economic Schools. The authoress exposes the discrepancies along with proposing the solutions. In the second part, the article possesses a brief description as well as highlights the advantages of the new online ESP course on Economics, Banking and Insurance for colleges. In conclusion, the authoress contemplates over the first findings the course appraisal suggests. 

Basic radiation knowledge for school education course. Nuclear technology seminar 2014 (Contract program)

International Nuclear Information System (INIS)

Watanabe, Yoko; Arai, Nobuyoshi; Sawada, Makoto; Kanaizuka, Seiichi; Shimada, Mayuka; Ishikawa, Tomomi; Nakamura, Kazuyuki

2015-11-01

Japan Atomic Energy Agency has conducted Nuclear Technology Seminar for Asian countries which plan to introduce nuclear power plant in future, in order to increase the number of engineers and specialists in nuclear related field. The Nuclear Technology Seminar on the Basic Radiation Knowledge for School Education Course was launched in 2012 due to increased recognition of the dissemination of the basic knowledge of radiation in public and education sectors as an important issue in the aftermath of the Fukushima Daiichi Nuclear Power Station Accident in 2011. It was the third time to conduct this course and fifteen trainees from eight Asian countries participated in 2014. In response to the requests of past participants, a new exercise 'Joint experiment with high school students' was introduced from 2014 to provide an international learning experience for the course participants and the local Japanese students by jointly conducting radiation related exercises. A new learning material was also developed in 2014 to help participants to study the basics of radiation in English. All the course activities including the details of preparatory process and course evaluation were described in this report. (author)

Readiness to adopt e-learning: pioneering a course in school librarianship education

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Sandy Zinn

2009-01-01

Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

Science.gov (United States)

Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

2014-01-01

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

Science.gov (United States)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

The Examination of the Attitudes of Secondary School Students towards Physical Education Course

Science.gov (United States)

Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan

2017-01-01

The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…

Proceedings of CAS - CERN Accelerator School: Course on Superconductivity for Accelerators

Energy Technology Data Exchange (ETDEWEB)

Bailey, R [European Organization for Nuclear Research, Geneva (Switzerland)

2014-07-01

These proceedings collate lectures given at the twenty-seventh specialized course organised by the CERN Accelerator School (CAS). The course was held at the Ettore Majorana Foundation and Centre for Scientific Culture (EMFCSC) in Erice, Italy, from 24 April to 4 May 2013. Following recapitulation lectures on basic accelerator physics and superconductivity, the course covered topics related to the design, production and operation of superconducting RF systems and superconducting magnets for accelerators. The participants pursued one of six case studies in order to get ’hands-on’ experience of the issues connected with the design of superconducting systems. A series of topical seminars completed the programme.

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

Science.gov (United States)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

A Project-Centric Course on Cyberinfrastructure to Support High School STEM Education

Directory of Open Access Journals (Sweden)

Daphne Rainey

2013-06-01

Full Text Available Recent rapid advances in information technology pose new challenges for teachers in the Science, Technology, Engineering, and Mathematics (STEM fields to incorporate the latest knowledge and technical expertise into courses in a way that will be applicable to students as future scientists. A demonstration project was designed, developed, and deployed by university faculty and high school teachers for their students to explore the use of the components of cyberinfrastructure. The project explored the introduction of cyberinfrastructure through the use of bioinformatics and the use of team science. This paper describes the high school course that was deployed at Galileo Magnet High School (GMHS in collaboration with the scientists at Virginia Tech University, and details its overall assessment. Implementation of a project-centric teaching paradigm to engage students in applying the concepts of cyberinfrastructure by integrating the disciplines of biology, computer science, mathematics, and statistics through bioinformatics was an integral part of this study.

At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

Science.gov (United States)

Viano, Samantha L.

2018-01-01

The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

How teaching practices are connected to student intention to enrol in upper secondary school physics courses

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari

2016-05-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

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Buket Turhan Turkkan

2018-04-01

Full Text Available The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.

Life course impact of school-based promotion of healthy eating and active living to prevent childhood obesity.

Directory of Open Access Journals (Sweden)

Bach Xuan Tran

Full Text Available The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools is a comprehensive school health program that is proven feasible and effective in preventing obesity among school aged children. To support decision making on expanding this program, evidence on its long-term health and economic impacts is particularly critical. In the present study we estimate the life course impact of the APPLE Schools programs in terms of future body weights and avoided health care costs.We modeled growth rates of body mass index (BMI using longitudinal data from the National Population Health Survey collected between 1996-2008. These growth rate characteristics were used to project BMI trajectories for students that attended APPLE Schools and for students who attended control schools (141 randomly selected schools in the Canadian province of Alberta.Throughout the life course, the prevalence of overweight (including obesity was 1.2% to 2.8% (1.7 on average less among students attending APPLE Schools relative to their peers attending control schools. The life course prevalence of obesity was 0.4% to 1.4% (0.8% on average less among APPLE Schools students. If the APPLE Schools program were to be scaled up, the potential cost savings would be $33 to 82 million per year for the province of Alberta, or $150 to 330 million per year for Canada.These projected health and economic benefits seem to support broader implementation of school-based health promotion programs.

Political Terrorism: A Mini-Course for High School Social Studies.

Science.gov (United States)

Ellington, Lucien

By participating in the 2-week mini-course, high school students will learn that (1) there is a difference between political terror and other criminal activity; (2) governments as well as nongovernmental groups engage in political terrorism; (3) political terrorism has been present throughout history; (4) political terrorism is a world wide…

The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

Science.gov (United States)

Phillips, Pamela Prevette

Nationally, at risk students make up to 30% of U.S. students in public schools. Many at risk students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high school diploma or a certificate of attendance. Many at risk students will not graduate; nearly one-third of all United States high school students have left the public school system before graduating, which has been referred to as a national crisis. Many at risk students fail science courses that are required for graduation, such as biology. Clearly, many students are not responding positively to the conditions in many public school classrooms, suggesting the need for different methods of educating at risk students, such as e-education. Three research questions guided the study: 1) Who are the students in an e-education, online summer school credit recovery course? 2) Do students' beliefs about their learning environment or other personal factors influence their academic achievement?, and 3) How do students describe their experiences of an e-education science course? This mixed methods study investigates thirty-two at risk students who were enrolled in one of three e-education science education courses (biology, earth science, and physical science) during a summer session in a rural county in a southeastern US state. These students failed their most recent science course taken in a traditional classroom setting. Artino's (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework to highlight the salient motivational factors toward learning science (e.g., task characteristics, task value beliefs, positive emotions). Student data included pre and post tests for all e-education lessons, a final exam, survey data (Students Motivation towards Science Learning (SMTSL), time (on task and idle), field notes, and

CAS CERN Accelerator School. Third advanced accelerator physics course

International Nuclear Information System (INIS)

Turner, S.

1990-01-01

The third version of the CERN Accelerator School's (CAS) advanced course on General Accelerator Physics was given at Uppsala University from 18-29 September, 1989. Its syllabus was based on the previous courses held in Oxford, 1985 and Berlin, 1987 whose proceedings were published as CERN Yellow Reports 87-03 and 89-01 respectively. However, the opportunity was taken to emphasize the physics of small accelerators and storage rings, to present some topics in new ways, and to introduce new seminars. Thus the lectures contained in the present volume include chromaticity, dynamic aperture, kinetic theory, Landau damping, ion-trapping, Schottky noise, laser cooling and small ring lattice problems while the seminars include interpretation of numerical tracking, internal targets and living with radiation. (orig.)

Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

Science.gov (United States)

Gottfried, Michael A; Sublett, Cameron

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

A Comprehensive Course Introducing Environmental Science : Case Study of “Introduction to Environmental Science” as a Common Course in the Graduate School of Environmental Science

OpenAIRE

山中, 康裕; 三井, 翔太

2017-01-01

The course “Introduction to Environmental Science” was designed and held during the academic year 2015-2016 for new masterʼs course students at the Graduate School of Environmental Science, Hokkaido University. The course was designed in accord with societal needs such as consensus building for environmental conservation and associated scientific evidence, bringing together a large number of students from various disciplines. The course was composed of six modules in which multipl...

[Survey on public health nursing education-in the comparison of nursing education courses, universities, advanced courses for public health nurse with junior nursing colleges, and public health nursing school].

Science.gov (United States)

Hirano, Kayoko; Ikeda, Nobuko; Kanagawa, Katuko; Shiomi, Sigeki; Suzuki, Akira; Hirayama, Tomoko; Furuya, Akie; Ymazaki, Kyoko; Yasumura, Seiji

2005-08-01

Changes in public health nursing education have been consideration. Theses changes include a dramatic increase in the number of public health nurses (PHNs) who have enrolled for nursing courses at university. This study was conducted to assess the current status and future of public health nursing education as perceived by teachers and students at three types of schools: universities offering nursing courses, advanced courses for PHNs with junior nursing colleges, and public health nursing schools. Questionnaires were distributed to teachers and students by mail. The questions that were sent to teachers asked which subjects were required to become a certified PHN, which lecture methods were employed to teach public health-particularly community health assessment methods, and what was the level of awareness of the activities of PHNs. Students were asked about their motivation to be a PHN, their understanding of public health, their views of public health activities and their images of PHNs. Responses were analyzed and differences between questionnaires from different schools were noted. These included the number of subjects and the total number of hours spent doing practical training and field experience in universities and the other types of schools, and the number of teachers. Differences also were noted among students at three types of schools about their age, methods of public health activities, knowledge about activities undertaken by PHNs, and their images of PHNs. No differences were observed among the schools with respect to the students' conceptual understanding of public health. Student age, practical training and field experience were found to contribute to their level of understanding of public health and public health nursing. It is thus necessary to consider the teaching methods employed by universities that administer nursing courses and the effectiveness of courses offered by graduate schools.

English Language Arts and Science Courses in a Virtual School: A Comparative Case Study

Science.gov (United States)

Tustin, Rachel Sarah

Virtual K-12 schools have rapidly become a popular choice for parents and students in the last decade. However, little research has been done on the instructional practices used in virtual courses. As reflected in the central research question, the purpose of this study was to explore how teachers provided instruction for Grade 7-10 students in both English language arts and science courses in a virtual school in a southern state. The conceptual framework was based on Piaget's theory of cognitive development and Garrison, Anderson, and Siemens' research on instructional design. The units of analysis in this qualitative, comparative case study were four virtual courses; the data were collected from teacher and student questionnaires, threaded student discussions, student work samples, and archival records. The first level of data analysis involved coding and categorization using the constant comparative method, and the second level involved examining the data for patterns, themes, and relationships to determine key findings. Results indicated that a standardized virtual course design supported teacher use of direct instruction and summative assessments and some individualized instruction to deliver course content, including adjusting the course pace, conducting individual telephone conferences, and providing small group instruction using Blackboard Elluminate. Opportunities for student interaction and inquiry learning were limited. This study is expected to contribute to positive social change by providing educators and policymakers with an awareness of the critical need for further study of research-based instructional practices in K-12 virtual courses that would improve student learning.

How to Teach Chess in the Public Schools: A Course Outline.

Science.gov (United States)

Schmidt, Bernard

Educational objectives and course outlines for beginning, intermediate, and advanced chess instruction in elementary and secondary schools are provided. Objectives are that students will develop analytical, synthetic, and decision-making skills, learn to engage in thorough chess research that will enhance their ability to do any research, and gain…

CAS CERN Accelerator School: Fourth general accelerator physics course

International Nuclear Information System (INIS)

Turner, S.

1991-01-01

The fourth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at KFA, Juelich, from 17 to 28 September 1990. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, and Salamanca 1988, and whose proceedings were published as CERN Reports 85-19, 87-10, and 89-05, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. All of these appear in the present proceedings, which include lectures or seminars on the history and applications of accelerators, phase space and emittance, chromaticity, beam-beam effects, synchrotron radiation, radiation damping, tune measurement, transition, electron cooling, the designs of superconducting magnets, ring lattices, conventional RF cavities and ring RF systems, and an introduction to cyclotrons. (orig.)

The Domains of Undergraduate International Business and International Management Courses in Accredited Schools of Business

Science.gov (United States)

Adams, Janet S.; Veliyath, Rajaram

2003-01-01

This study compared undergraduate international business and international management course syllabi from 190 management departments at accredited U.S. business schools. Comparisons revealed considerable overlap in topic areas in the two courses. The findings indicate the need for greater domain clarity and differentiation in objectives, topic…

Concept of accounting high-school course book for the specialization "Public Administration"

OpenAIRE

Baranová, Petra

2015-01-01

This thesis deals with a proposal of high-school course book for the specialization "Public Administration". The aim of the thesis is to offer the textbook of accounting for public sector which covers the needs of both teachers and students. For this purpose, the survey was performed firstly. The respective survey showed that no suitable textbook had been available on the market. The teachers usually use the course book of P. Štohl. Both students and teachers agree on the requirements for thi...

Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

Science.gov (United States)

Jensen, Murray; Mattheis, Allison; Loyle, Anne

2013-01-01

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

Science.gov (United States)

Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

2011-01-01

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

Winter course in physiology: a successful example of continuing education for secondary school teachers in Brazil.

Science.gov (United States)

Café-Mendes, Cecília C; Righi, Luana L; Calil-Silveira, Jamile; Nunes, Maria Tereza; Abdulkader, Fernando

2016-12-01

In international surveys, Brazilian students have been consistently ranking low in science. Continuing education for secondary school teachers is certainly a way to change this situation. To update teachers and provide teaching and learning experiences for graduate students, our department organized a "Winter Course in Physiology" where schoolteachers had the opportunity to attend lectures that were offered by graduate students and participate in discussions on teaching and learning strategies and their applicability, considering different schools and student age groups. This work evaluated the ways in which the Winter Course in Physiology improves continuing education for secondary school teachers. Graduate students prepared, presented, and discussed with the audience the concepts, content, and topics of the program, which were previously presented to the organizing committee and a supervising professor. Potential participants were recruited based on their curriculum vitae and a letter of intent. During the course, they completed a questionnaire that graded different aspects of course organization and lectures. The results indicated that the Winter Course was positively evaluated. Most topics received a grade of ≥4.0, considering a range of 1.0 (low) to 5.0 (high). In a followup, both the participants and instructors reported positive impacts on their overall knowledge in physiology. Schoolteachers reported improvements in the performance and participation of their students. In conclusion, the results suggested that the Winter Course is a good way to promote continuing education for schoolteachers and promote university outreach. It also provided an important experience for graduate students to develop teaching skills. Copyright © 2016 The American Physiological Society.

Assessment of primary school students’ level of understanding the concepts of 2nd grade life sciences course based on different variables

Directory of Open Access Journals (Sweden)

Altıntaş Gülşen

2016-01-01

Full Text Available The course of Life Sciences is one of the pivot courses taught in the first three years of primary school. Ensuring children get to know their environment and gain correct information related to their problems by making them investigate their natural and socio-cultural environment as well as providing them with necessary information, skills and behaviors for environmental adaptation are among the main purposes of Life Sciences course. The concepts to be instilled in students in line with these purposes are important. Since concepts are mostly intellectual and non-physical, they can only exist tangibly through examples. This study aims to assess Primary School Students’ Level of Understanding the Concepts of 2nd Grade Life Sciences Course Based on Different Variables. 17 concepts included in the 2nd Grade Life Sciences course within the subject of School Excitement were addressed within the study, and students were requested to define and exemplify these concepts. A total of 102 students from five different primary schools of upper-middle and lower socioeconomic classes located in Manisa and Istanbul were included in the study in line with the intentional maximum diversity sample selection. The answers given by students for each concept were categorized and analyzed in terms of liking or disliking home, school, technology and the course of Life Sciences.

Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

Science.gov (United States)

Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

Bush School Capstone course support : the regional impact of climate change on transportation infrastructure and decision making.

Science.gov (United States)

2009-09-01

The Master of Public Service and Administration program at Texas A&Ms Bush School of Government : and Public Service requires that all second year graduate students participate in a two semester Capstone : course. These courses represent the pract...

Correlating student interest and high school preparation with learning and performance in an introductory university physics course

OpenAIRE

Jason J. B. Harlow; David M. Harrison; Andrew Meyertholen

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inven...

Course on Bioelectrochemistry which was the 11th International School of Biophysics

CERN Document Server

Blank, Martin

1983-01-01

This is the first course devoted to bioelectrochemistry held within the frame­ work of the International School of Biophysics. Although this branch of scientific research is already about two centuries old, as a truly independent one it has been in a stage of lively development since only a few decades ago and this is why a first course at the E. Majorana Center was devoted to it. Since bioelectrochemistry consists of many sub-fields, it is impossible to include, even superficially, all of them in a short course lasting just a week, and therefore the chapter of redox-reactions was chosen for this first course as being most general in character. But even restricting the course to redox-reactions, only a few subjects could be included and therefore the choice among them was made considering the most general guidelines that could serve as a basis for the further study of individual problems. In this way we hope to give a sound basis to the study of and to stimulate further interest in this branch of both biolog...

CAS CERN accelerator school: 5. general accelerator physics course. Vol. 2. Proceedings

International Nuclear Information System (INIS)

Turner, S.

1994-01-01

The fifth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at the University of Jyvaeskylae, Finland, from 7 to 18 September 1992. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, Salamanca 1988 and Juelich 1990, and whose proceedings were published as CERN Reports 85-19, 87-10, 89-05 and 91-04, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. As far as the proceedings of this school are concerned the opportunity was taken not only to include the lectures presented but also to select and revise the most appropriate chapters from the previous similar schools. In this way the present volumes constitute a rather complete introduction to all aspects of the design and construction of particle accelerators, including optics, emittance, luminosity, longitudinal and transverse beam dynamics, insertions, chromaticity, transfer lines, resonances, accelerating structures, tune shifts, coasting beams, lifetime, synchrotron radiation, radiation damping, beam-beam effects, diagnostics, cooling, ion and positron sources, RF and vacuum systems, injection and extraction, conventional, permanent and superconducting magnets, cyclotrons, RF linear accelerators, microtrons, as well as applications of particle accelerators (including therapy) and the history of accelerators. See hints under the relevant topics. (orig.)

Using AN Essea Earth Systems Science Course in a Web-Enhanced Setting for Pre-Service Middle School Teachers

Science.gov (United States)

Slattery, W.

2003-12-01

The ESSEA Middle School course was originally designed as an asynchronous on-line tool for teacher professional development. The ESSEA course uses real world events such as deforestation, volcanic eruptions and hurricanes to develop content understandings of Earth systems processes and to model pedagogical best practices appropriate for middle school students. The course is structured as multiple three-week learning cycles. During week one of each cycle, participants are formed into Sphere groups to study the impact of the event under consideration on the atmosphere, biosphere, hydrosphere, or lithosphere. During week two, Event teams are formed to include members from each of the previous week's Sphere groups. Together they develop interactions between the different spheres and the event. During week three, teachers develop classroom applications and post them on-line for other participants to comment upon. On-going assessment suggests that in-service teacher participants of the on-line course are more likely to infuse inquiry-based science instruction into their classroom settings and to teach science as a subject integrating Physical science, Life science, and Earth/Space science in their own classrooms It is imperative to develop such characteristics in pre-service teachers as well. Wright State University's undergraduate Middle School teacher preparation program requires that undergraduates seeking Middle Childhood Licensure by the State of Ohio take a course in Earth Systems science that is aligned with the national and state science education standards. Towards this end the ESSEA course has been adapted for use in a web-enhanced setting. Weeks one and two (Sphere and Event study) of the ESSEA Middle School course are used as an integral component of this Earth Systems science course. In this way content knowledge and pedagogical strategies are modeled just as they are in the fully on-line course. Questions raised on-line are the topic of research or

Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

Directory of Open Access Journals (Sweden)

Rima Kriauzienė

2013-08-01

Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa. Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics. Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics. It was found that there is no correlation between student opinions about school mathematics courses and result of their first test. Determine relationship between attendance of exercises and public examinations. Between the stored type of exam and test results are dependent. Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation. Research limitations/implications—this method is just one of the possible ways of application. Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

Directory of Open Access Journals (Sweden)

Tadas Laukevičius

2011-12-01

Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics.Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.Determine relationship between attendance of exercises and public examinations.Between the stored type of exam and test results are dependent.Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficientBased on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.Research limitations/implications—this method is just one of the possible ways of application.Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences.Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

Persuading girls to take elective physical science courses in high school: Who are the credible communicators?

Science.gov (United States)

Koballa, Thomas R., Jr.

Eighth-grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are father, woman science teacher, mother, and boy high school student. Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for father, woman science teacher, mother, and boy high school student were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.

Elective course planning

DEFF Research Database (Denmark)

Kristiansen, Simon; Sørensen, Matias; Stidsen, Thomas Riis

2011-01-01

Efficient planning increasingly becomes an indispensable tool for management of both companies and public organizations. This is also the case for high school management in Denmark, because the growing individual freedom of the students to choose courses makes planning much more complex. Due...... to reforms, elective courses are today an important part of the curriculum, and elective courses are a good way to make high school education more attractive for the students. In this article, the problem of planning the elective courses is modeled using integer programming and three different solution...... for the Elective Course Planning Problem has been described in the literature before. The proposed algorithms are tested on data sets from 98 of the 150 high schools in Denmark. The tests show that for the majority of the problems, the optimal solution can be obtained within the one hour time bound. Furthermore...

Persuading Girls to Take Elective Physical Science Courses in High School: Who Are the Credible Communicators?

Science.gov (United States)

Koballa, Thomas R., Jr.

1988-01-01

Identifies communicators whom eighth-grade girls perceive as credible regarding reasons for taking elective physical science courses in high school. Finds that father, woman science teacher, mother, and boy high school student are ranked highly. Attributes associated with the communicators were classified as prestige, trustworthiness, similarity,…

Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

Science.gov (United States)

Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

2017-01-01

Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

The Importance of Agriculture Science Course Sequencing in High Schools: A View from Collegiate Agriculture Students

Science.gov (United States)

Wheelus, Robin P.

2009-01-01

The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes. With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors,…

Motivation and Social Relations in School Following a CBT Course for Adolescents with Depressive Symptoms: An Effectiveness Study

Science.gov (United States)

Garvik, Margit; Idsoe, Thormod; Bru, Edvin

2016-01-01

The present study aimed to investigate changes in school functioning, including motivation, intentions to quit school and social relations in school, following an early group based CBT intervention implemented for depressed adolescents. The "Adolescent Coping with Depression Course" (ACDC) is such an early group intervention. The primary…

Educational Reform in Management Courses of Agricultural & Forestry Higher Vocational Schools from the Perspective of Microblog

Institute of Scientific and Technical Information of China (English)

Liuhe; JIN

2014-01-01

At present there are many socialized microblog platforms.With powerful mobility,real-time information,fragment of information dissemination,and innovation of interaction,the microblog has become a socialized interaction mode in recent years.Since microblog is very popular with students of agricultural and forestry higher vocational schools,with the rising and development of network education,the microblog as a new information platform will be used by more and more teachers in education.From the perspective of microblog,this paper studied educational reform in management courses of agricultural and forestry higher vocational schools,in the hope of providing certain reference and help for current education practice of agricultural and forestry management courses.

Bending Back To Move Forward: Using Reflective Practice To Develop a High School Civic Education/Aikido Course.

Science.gov (United States)

Miller-Lane, Jonathan

This paper describes the development of a high school social studies course, Citizenship and World Affairs. Course development involved two forms of reflection: deliberative and personalistic. The author's deliberative reflection, reported in part one of the paper, began as he reviewed research regarding how teachers should foster citizenship…

Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools.

Science.gov (United States)

Walker, Steven; Gibbins, Jane; Paes, Paul; Adams, Astrid; Chandratilake, Madawa; Gishen, Faye; Lodge, Philip; Wee, Bee; Barclay, Stephen

2017-06-01

A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. To investigate the evolution and structure of palliative care teaching at UK medical schools. Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.

Economics (A High School One Semester Course). Instructional Materials/Resources for Social Studies.

Science.gov (United States)

Jackstadt, Stephen L.; And Others

Designed to aid teachers of a high school economics course, this curriculum guide is presented in self-contained units of study. Thirteen units, each with specific lessons, cover economic problems, the market system, market structure, market imperfections, government regulation, the national economy, aggregate supply and demand, the business…

OBJECT-ORIENTED PROGRAMMING IN SCHOOL COURSE OF INFORMATICS

Directory of Open Access Journals (Sweden)

Хамид Абдулович Гербеков

2017-12-01

Full Text Available In article approaches to training of student in object-oriented programming in the environment of the Windows operating system are considered. The analysis of the literature on the programming and the modern school textbook on informatics, and also theoretical material on object-oriented programming within the informative line “Algorithmization and programming” of school course of informatics is for this purpose carried out. The object-oriented approached essentially differs from structured programming in fact that the object-oriented programming paradigm is more open and scalable. It doesn’t mean that transition to the object-oriented approach to programming demands a failure from all algorithm applied in case of structural pro-applications of all earlier found and tested method and receptions. On the contrary new elements are always based on prior experience. Object approach creates a set of essential convenience which under other conditions can’t provide. Object-oriented programming in the environment of the Windows operating system to interest student from the first lesson and to do training fascinating and interesting because student can control object which the modern students face since the childhood on the personal computers, pads and phones.

The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

Science.gov (United States)

Rowlett, Joel Everett

2013-01-01

This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

Science.gov (United States)

Indawati, Ninik

2015-01-01

The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…

CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 2

International Nuclear Information System (INIS)

Turner, S.

1995-01-01

The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 97-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.)

CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 1

Energy Technology Data Exchange (ETDEWEB)

Turner, S [ed.

1995-11-22

The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 87-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.).

CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 1

International Nuclear Information System (INIS)

Turner, S.

1995-01-01

The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 87-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.)

CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 2

Energy Technology Data Exchange (ETDEWEB)

Turner, S [ed.

1995-11-22

The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 97-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.).

Impact of an Engineering Case Study in a High School Pre-Engineering Course

Science.gov (United States)

Rutz, Eugene; Shafer, Michelle

2011-01-01

Students at an all-girls high school who were enrolled in an introduction to engineering course were presented an engineering case study to determine if the case study affected their attitudes toward engineering and their abilities to solve engineering problems. A case study on power plants was implemented during a unit on electrical engineering.…

Reading, Writing, and Presenting Original Scientific Research: A Nine-Week Course in Scientific Communication for High School Students†

Science.gov (United States)

Danka, Elizabeth S.; Malpede, Brian M.

2015-01-01

High school students are not often given opportunities to communicate scientific findings to their peers, the general public, and/or people in the scientific community, and therefore they do not develop scientific communication skills. We present a nine-week course that can be used to teach high school students, who may have no previous experience, how to read and write primary scientific articles and how to discuss scientific findings with a broad audience. Various forms of this course have been taught for the past 10 years as part of an intensive summer research program for rising high school seniors that is coordinated by the Young Scientist Program at Washington University in St. Louis. The format presented here includes assessments for efficacy through both rubric-based methods and student self-assessment surveys. PMID:26753027

Collaborative course design

NARCIS (Netherlands)

Rien Brouwers; Ellen Simons

2002-01-01

International Summer School on the Digital Library Course 2: Digital Libraries and Education 8 August 2002 Our proposition in this paper is: The overall quality of education can be improved by application of the different expertises of educational and library staff in course design and course

Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses

Science.gov (United States)

Oquendo-Rodriguez, Aida L.

Professions and careers related to science and mathematics lack representation of minorities. Within these underrepresented minority populations there is no other group more affected than Latina women and girls. Women in general, are still underrepresented in many areas of our society. While women's roles are changing in today's society, most changes encourage the participation of more White/Anglo women in traditionally male roles. Latina women are still more disadvantaged than White women. There is no doubt that education is significant in increasing the participation of minorities in the fields of science and mathematics, especially for minority girls (Oakes, 1990; Rodriguez, 1993). This study explored the interests, life experiences, characteristics and motivations of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses. The study identifies factors that can influence the interest of Latina girls of Puerto Rican origin in science and mathematics career choices. This research is significant and relevant to educators and policy makers, especially to science and mathematics educators. The research is primarily descriptive and exploratory. It explores the social characteristics of Latina girls and professional women who have been successful in science and mathematics high school courses. The research offers the reader a visit to the participants' homes with descriptions and the opportunity to explore the thoughts and life experiences of Latina girls, their mothers and young Latina professionals of Puerto Rican origin. This research reveals the common characteristics of successful students found in the Latina girls of Puerto Rican origin who where interviewed. Creating a portrait of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses in one of the school districts of western Massachusetts. The research findings reveal that teacher relationships, family expectations

School Courses as a Motivational Factor for the Implementation of Active Recreation in Adulthood

Directory of Open Access Journals (Sweden)

Beáta Dobay

2014-11-01

Full Text Available The motivation of sports occupies an even more important role than actually performing physical activities. The Ministry of Education of the Slovak Republic ensures the implementation of several compulsory elective sports courses through different stages of educational institutions. We were curious how these courses - especially school in nature - act upon vacations in adulthood. By examining curricular documents and implementing questionnaire methods – applying ,,Vacation practice questionnaire” - we questioned the Hungarian language speakers of southern Slovakia n = 2965. The data were processed using the statistic program SPSS 17. 84.5 % (p < 0.01, of the canvassed took part in school in nature, from which 65,8 % (p < 0.01, rated the time spent there as positive. Amongst the positively valuing 44,2 % indicated the mountains as a favourite and frequently chosen travel destination. 25 % spends more than four hours hiking. We may say that organizing schools in nature has to be considered as an important event (5-7 days, where the students have fun, wherefore they will choose mountains as their travel destination more frequently, which results in higher physical activity. Listed partial discoveries are included in the grant: VEGA no. 1/0376/14 Physical activity intervention for the prevention of health of the population of Slovakia.

CAS - CERN Accelerator School and ALBA Synchrotron Light Facility : Course on Vacuum in Accelerators

CERN Document Server

Vacuum in Accelerators

2007-01-01

These proceedings present the lectures given at the twentieth specialized course organized by the CERN Accelerator School (CAS), the topic being Vacuum in Accelerators. The course was held in Platja d’Aro, Spain, from 16 to 24 May 2006. A similar course took place in Snekersten, Denmark, in 1999, with proceedings published as CERN 99-05. After an interval of seven years, the aim of this course was to present a review of the actual state of the art and to highlight the latest developments in the field. The lectures start with a general overview of vacuum, accelerators and cryogenics followed by a more detailed review of the basic principles concerning thermal and non-thermal outgassing. More specialized lectures are then proposed on gas dynamics, on the interaction of energetic particles with matter, and on beam–gas collisions. The production and measurement of vacuum is addressed in subsequent lectures on pumps and vacuum gauges which present a detailed view of the materials currently used in accelerators...

A Collaborative Bovine Artificial Insemination Short Course for Students Attending a Caribbean Veterinary School

Science.gov (United States)

Dalton, Joseph C.; Robinson, James Q.; DeJarnette, J. M.

2013-01-01

Artificial insemination (AI) of cattle is a critical career skill for veterinarians interested in food animal practice. Consequently, Ross University School of Veterinary Medicine Student Chapter of the American Association of Bovine Practitioners, Select Sires, and University of Idaho Extension have partnered to offer an intensive 2-day course to…

Application of workshop oriented with new trends of teaching to technical course in chemistry: a partnership between university and public school

Directory of Open Access Journals (Sweden)

Marilde Beatriz Zorzi Sá

2013-08-01

Full Text Available With purpose to provide better training to citizens who have completed high school and they need better training to join the labor market, was created following courses, among them the Technical Course in Chemistry (CTQ. The structure consists of a formation that coordinates work, culture, science and technology as principles that summarize the training process whole. On a visit a public school in Maringá (PR, which implemented the CTQ, it was found that teachers were faced with several difficulties: lack of knowledge in technical skills early, how to articulate theory and practice, shortages of materials and reference theoretical, limitation of laboratories, lack of equipment and difficulties in developing practical activities for the course. Faced with this situation had the idea of support for these teachers and consequently their students. Thus, a group of academics after carry a survey in school in order to known the reality of the course and aspirations of students and teachers, it was developed a workshop with theme generator about the “milk”. These academics develop low-cost materials in aiding the practice of teachers. In addition, further research was conducted to check the results of the activity with the purpose of developing a new workshop looking for teaching strategies to contribute effectively to the course.

3rd Course of the International School of Advanced Geodesy

CERN Document Server

Sansò, Fernando

1985-01-01

During the period April 25th to May 10th, 1984 the 3rd Course of the International School of Advanced Geodesy entitled "Optimization and Design of Geodetic Networks" took place in Erice. The main subject of the course is clear from the title and consisted mainly of that particular branch of network analysis, which results from applying general concepts of mathematical optimization to the design of geodetic networks. As al­ ways when dealing with optimization problems, there is an a-priori choice of the risk (or gain) function which should be minimized (or maximized) according to the specific interest of the "designer", which might be either of a scientific or of an economic nature or even of both. These aspects have been reviewed in an intro­ ductory lecture in which the particular needs arising in a geodetic context and their analytical representations are examined. Subsequently the main body of the optimization problem, which has been conven­ tionally divided into zero, first, second and third order desi...

Designing for deeper learning in a blended computer science course for middle school students

Science.gov (United States)

Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-04-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were

Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses

Science.gov (United States)

Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A.

2015-01-01

In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands…

An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey)

Science.gov (United States)

Baran, Medine

2016-01-01

This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the…

CAS CERN Accelerator School second advanced accelerator physics course

International Nuclear Information System (INIS)

Turner, S.

1989-01-01

The advanced course on general accelerator physics given in West Berlin closely followed that organised by the CERN Accelerator School at Oxford in September 1985 and whose proceedings were published as CERN Yellow Report 87-03 (1987). However, certain subjects were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include particle-photon interactions, high-brilliance lattices and single/multiple Touschek effect, while the seminars are on the major accelerators presently under construction or proposed for the near future, applications of synchrotron radiation, free-electron lasers, cosmic accelerators and crystal beams. Also included are errata, and addenda to some of the lectures, of CERN 87-03. (orig.)

Identification of multiple intelligences for high school students in theoretical and applied science courses

Science.gov (United States)

Wiseman, D. Kim

Historically educators in the United States have used the Stanford-Binet intelligence test to measure a students' ability in logical/mathematical and linguistic domains. This measurement is being used by a society that has evolved from agrarian and industrial-based economies to what is presently labeled a technological society. As society has changed so have the educational needs of the students who will live in this technological society. This study assessed the multiple intelligences of high school students enrolled in theoretical and applied science (physics and applied physics) courses. Studies have verified that performance and outcomes of students enrolled in these courses are similar in standardized testing but instructional methodology and processes are dissimilar. Analysis of multiple intelligence profiles collected from this study found significant differences in logical/mathematical, bodily/kinesthetic and intrapersonal multiple intelligences of students in theoretical science courses compared to students in applied science courses. Those differences clearly illustrate why it is imperative for educators to expand the definition of intelligence for students entering the new millennium.

Field studies courses open

Science.gov (United States)

Fourteen month-long courses combining applied academics with training in field research methodology are being offered this summer by the School for Field Studies. The courses, held in eight countries during May, June, July, and August, provide unique opportunities for participants to work as a team under primitive conditions.‘Our courses bind together the academic challenge of the research problem, the physical challenge of the site itself, and the interpersonal challenge of the expedition team in a dynamic way so that both cognitive and affective learning are accelerated,’ according to Jim Elder, the school's director.

U.S. History and Modern World History Courses for English Speakers of Other Languages in Montgomery County Public Schools

Science.gov (United States)

Zhao, Huafang; Wade, Julie

2014-01-01

The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) examined academic performance of English for Speakers of Other Languages (ESOL) students in U.S. History and Modern World History courses, as well as the course sequence in ESOL U.S. History and Modern World History. In MCPS, students who are not ESOL…

Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099

Science.gov (United States)

Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary

2015-01-01

The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…

Does emotional intelligence change during medical school gross anatomy course? Correlations with students' performance and team cohesion.

Science.gov (United States)

Holman, Michelle A; Porter, Samuel G; Pawlina, Wojciech; Juskewitch, Justin E; Lachman, Nirusha

2016-01-01

Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain. © 2015 American Association of Anatomists.

Content Analysis of the Science Textbooks of Iranian Junior High School Course in terms of the Components of Health Education

Directory of Open Access Journals (Sweden)

Abdolreza Gilavand

2016-12-01

Full Text Available BackgroundProviding healthcare for students is one of the primary duties of the states. This study aimed to analyze the contents of the science textbooks of Junior High School course in terms of the components of health education in Iran.Materials and MethodsThis descriptive study was conducted through content analysis. To collect data, a researcher-made check list including: physical health, nutritional health, the environment, environmental health, family health, accidents and safety, mobility, physical education, mental health, prevention of risky behavior, control and prevention of diseases, disabilities, public health and school health, was used. The samples were the science textbooks of Junior High School course (7th, 8th and 9th grades. Analysis unit was all pages of the textbooks (texts, pictures and exercises. Descriptive method (frequency table, percentage, mean and standard deviation [SD] was used to analyze the data and non-parametric Chi-square test was used to investigate the probable significant differences between the components.ResultsThe results showed that the authors of sciences textbooks of Junior High School course have paid most attention to the component of control and prevention of diseases (21.10% and have paid no attention to the component of "mental health". Also, there were significant differences among the components of physical health, family health, the environment and environmental health in terms of to be addressed in the science textbooks of Junior High School (P

Use of information technologies in teaching course "Analytical geometry" in higher schools on example of software "ANALYTICAL GEOMETRY"

OpenAIRE

V. B. Grigorieva

2009-01-01

In article are considered the methodical questions of using of computer technologies, for example, the software "Analytical geometry", in process of teaching course of analytical geometry in the higher school.

The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

Science.gov (United States)

Phillips, Pamela Prevette

2015-01-01

Nationally, "at risk" students make up to 30% of U.S. students in public schools. Many "at risk" students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high…

Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

Science.gov (United States)

Spillman, Mary; Kuban, Adam J.; Smith, Suzy J.

2017-01-01

Journalism education may be at a tipping point. It is unclear, however, what new form curricula might take. Through an analysis of individual course titles and descriptions that appeared in the 2013-2014 undergraduate catalogs of 68 selected universities, this exploratory study finds that most departments/schools are not offering classes that…

Predictors of student success in entry-level science courses

Science.gov (United States)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses

The Relationship between Student's Quantitative Skills, Application of Math, Science Courses, and Science Marks at Single-Sex Independent High Schools

Science.gov (United States)

Cambridge, David

2012-01-01

For independent secondary schools who offer rigorous curriculum to attract students, integration of quantitative skills in the science courses has become an important definition of rigor. However, there is little research examining students' quantitative skills in relation to high school science performance within the single-sex independent school…

[Experimental Course in Elementary Number Theory, Cambridge Conference on School Mathematics Feasibility Study No. 35.

Science.gov (United States)

Hatch, Mary Jacqueline

In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

Development of Meta-Subject Competencies of the 7-9 Grades Basic School Students through the Implementation of Interdisciplinary Mathematical Courses

Science.gov (United States)

Gorev, Pavel M.; Masalimova, Alfiya R.

2017-01-01

The article is aimed at describing one of the possible interdisciplinary courses for students of the 7-9 classes of the basic school connecting mathematics with natural sciences and the study of such courses role in the formation and development of meta-subject competencies of students. The leading method for this is the modeling of…

Insisting on the Healer's Art: The Implications of Required Participation in a Medical School Course on Values and Humanism.

Science.gov (United States)

Rabow, Michael W; Lapedis, Marissa; Feingold, Anat; Thomas, Mark; Remen, Rachel N

2016-01-01

Elective courses, by definition, allow medical students to self-select for participation in the class. In a small-group learning setting, students uninterested or not ready for a particular learning topic might change the educational experience ("poison the well") for those students most interested in the topic. It is not known how medical students required to take a course in humanism (that they otherwise would not have elected to take) might be impacted by the course or how their presence might affect students originally interested in the course. Medical students in a required course on humanism and values in medicine will have different experiences based on whether a particular student might have or not have elected to enroll in the course. Students uninterested in taking a course in humanism and values, but required to enroll, will limit the benefit of the course for those students originally interested in participating. In 2012, all 1st-year students at a U.S. medical school were required to take the Healer's Art, an elective on professional values and humanism offered at more than 90 other schools in the United States and internationally. Students completed pre/postcourse surveys assessing emotional exhaustion, work engagement, positive emotions, and cynicism. We analyzed differences between those who would have elected to take the course (Elective students) and those who would not have elected to take it (Required students). Elective students did not differ from Required students in baseline demographic characteristics, emotional exhaustion, work engagement, or positive emotions. At baseline, Elective students did report feeling safer to talk openly, a greater sense of community, and higher levels of cynicism. Over time, there were no differences in course evaluations or outcomes between Elective and Required students. Required students do not differ greatly from those who would have elected to take Healer's Art, and all students appear to have similar

Science Academies' Refresher Course in Mathematics

Indian Academy of Sciences (India)

IAS Admin

2015-06-14

Jun 14, 2015 ... A two-week Refresher Course in Mathematics will be organized during 1–14 June 2015 at School of Mathematics,. SMVD University, Katra, Jammu & Kashmir in association with School of Innovation and Community Develop- ment, SMVDU. The aim of the Course is to display the beauty of “complex ...

How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari

2016-01-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui

Science.gov (United States)

Santiago, Marisol Mercado

Culturally responsive teaching has been argued to be effective in the education of Indigenous youth. This approach emphasizes the legitimacy of a group's cultural heritage, helps to associate abstract academic knowledge with the group's sociocultural context, seeks to incorporate a variety of strategies to engage students who have different learning styles, and strives to integrate multicultural information in the educational contents, among other considerations. In this work, I explore the outcomes of a culturally responsive introductory engineering short course that I developed and taught to Tibetan students at Tibetan Children's Village of Selakui (in Uttarakhand, India). Based on my ethnographic research in Tibetan communities in northern India, I examine two research questions: (a) What are the processes to develop and implement a pre-college culturally responsive introductory engineering course? and (b) How do Tibetan culture and Buddhism influence the engineering design and teamwork of the pre-college Tibetan students who took the course? I designed then taught the course that featured elementary lectures on sustainability, introductory engineering design, energy alternatives, and manufacturing engineering. The course also included a pre-college engineering design project through which Tibetan high school students investigated a problem at the school and designed a possible solution to it. Drawing from postcolonial studies, engineering studies, engineering and social justice, Buddhist studies, and Tibetan studies, I provide an analysis of my findings. Based on my findings, I conclude that my culturally responsive approach of teaching was an effective method to help students feel that their cultural background was respected and included in a pre-college engineering course; however, some students felt resistance toward the teaching approach. In addition, the culturally relevant content that connected with their ways of living in their school, Tibetan

Courses in Media Ethics. A Spring 1977 Survey.

Science.gov (United States)

Christians, Clifford G.

A questionnaire regarding the teaching of media ethics courses was sent to communication program administrators in 1977. This paper reports the responses obtained from 237 programs (96% response rate). For the 27% of schools reporting specific courses in ethics, the paper notes the number and types of schools with ethics courses, the place of…

CAS CERN Accelerator School third general accelerator physics course

International Nuclear Information System (INIS)

Turner, S.

1989-01-01

The general course on accelerator physics given in Salamanca, Spain, closely followed those organised by the CERN Accelerator School at Gif-sur-Yvette, Paris in 1984, and at Aarhus, Denmark in 1986 and whose proceedings were published as CERN Yellow Reports 85-19 (1985) and 87-10 (1987) respectively. However, certain topics were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include beam-cooling concepts, Liouville's theorem and emittance, emittance dilution in transfer lines, weak-betatron coupling, diagnostics, while the seminars are on positron and electron sources, linac structures and the LEP L3 experiment, together with industrial aspects of particle accelerators. Also included are errata and addenda to the Yellow Reports mentioned above. (orig.)

Supportive Group Factors, Course Pedagogy, and Multicultural Competency within Multicultural Psychology Courses

Science.gov (United States)

Stoyer, Michael Ryan

2017-01-01

This study examined the relationship between course pedagogy and supportive group factors with variables of multicultural competency and multicultural counseling self-efficacy at the completion of a multicultural psychology course. The participants were students in graduate clinical psychology, counseling psychology, and school psychology programs…

[Community health course--student's evaluation].

Science.gov (United States)

Juresa, Vesna; Musil, Vera; Sosić, Zvonko; Majer, Marjeta; Pavleković, Gordana

2010-12-01

Since 1952, Andrija Stampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians' action are human settlements and not only consulting rooms and clinics. The aim of the study was to compare community health course students' evaluations immediately after attending the course at the 4th and 6th study years. The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: "... work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life". Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar

Towards Inclusion: A Handbook for Modified Course Designation, Senior 1-4. A Resource for Senior Years Schools.

Science.gov (United States)

Manitoba Dept. of Education and Training, Winnipeg.

This handbook provides information about implementing inclusive educational opportunities for high school students with significant cognitive disabilities using modified courses developed or approved by the Manitoba (Canada) Ministry of Education and Training. Individual sections of the handbook address: a description of the modified course…

Research Courses in Education Leadership Programs: Relevance in an Era of Accountability

Directory of Open Access Journals (Sweden)

Rebecca M. Bustamante

2011-05-01

Full Text Available Master’s degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvement. Results also suggested a lack of consensus on the importance of developing research skills for school leaders across university education leadership programs. Implications for education leadership preparation programs are discussed with an emphasis on the need for further studies on the research skills required by practicing school leaders.

Flipped Classrooms for Advanced Science Courses

Science.gov (United States)

Tomory, Annette; Watson, Sunnie Lee

2015-12-01

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

Science.gov (United States)

Turhan Turkkan, Buket; Karakus, Memet

2018-01-01

The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a…

Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach.

Science.gov (United States)

Ekwaru, John Paul; Ohinmaa, Arto; Tran, Bach Xuan; Setayeshgar, Solmaz; Johnson, Jeffrey A; Veugelers, Paul J

2017-01-01

The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) has been recognized as a "best practice" in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project's cost-effectiveness following a life-course approach. We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY), from a school system's cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate. The incremental cost-effectiveness ratio(ICER) of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICERSchool-based health promotion, such as APPLE Schools is a cost-effective intervention for obesity prevention and reduction of chronic disease risk over the lifetime. Expanding the coverage and allocating resources towards school-based programs like the APPLE Schools program, is likely to reduce the public health burden of obesity and chronic diseases.

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

Directory of Open Access Journals (Sweden)

William Jobe

2013-11-01

Full Text Available This research describes the predicted outcomes of a Kenyan Cloud School (KCS, which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.

Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools.

Science.gov (United States)

Shivley, Chelsey B; Garry, Franklyn B; Kogan, Lori R; Grandin, Temple

2016-05-15

OBJECTIVE To explore the extent to which veterinary colleges and schools accredited by the AVMA Council on Education (COE) have incorporated specific courses related to animal welfare, behavior, and ethics. DESIGN Survey and curriculum review. SAMPLE All 49 AVMA COE-accredited veterinary colleges and schools (institutions). PROCEDURES The study consisted of 2 parts. In part 1, a survey regarding animal welfare, behavior, and ethics was emailed to the associate dean of academic affairs at all 49 AVMA COE-accredited institutions. In part 2, the curricula for the 30 AVMA COE-accredited institutions in the United States were reviewed for courses on animal behavior, ethics, and welfare. RESULTS Seventeen of 49 (35%) institutions responded to the survey of part 1, of which 10 offered a formal animal welfare course, 9 offered a formal animal behavior course, 8 offered a formal animal ethics course, and 5 offered a combined animal welfare, behavior, and ethics course. The frequency with which courses on animal welfare, behavior, and ethics were offered differed between international and US institutions. Review of the curricula for the 30 AVMA COE-accredited US institutions revealed that 6 offered a formal course on animal welfare, 22 offered a formal course on animal behavior, and 18 offered a formal course on animal ethics. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.

Gourmet Foods. Course of Study.

Science.gov (United States)

Marshall, Martha; And Others

Four units are included in this curriculum guide for a semester elective credit course in gourmet foods for high school juniors and seniors: (1) Introudction to the Course, and the Development of "A Gourmet," intended to facilitate defining and participating in planning the course program and goals, (2) "Basic Food Preparation for…

Track Placement and the Motivational Predictors of Math Course Enrollment

Science.gov (United States)

Reyes, Marcela; Domina, Thurston

2017-01-01

Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

THE COURSE OF GOUTY ARTHRITIS ACCORDING TO THE KHABAROVSK CITY RHEUMATOLOGY ROOMAND THE EFFECTIVENESS OF GOUT SCHOOL

Directory of Open Access Journals (Sweden)

Faina Sergeyevna Zharskaya

2010-01-01

Full Text Available The past decade is marked by a rise in the detection rates of gout. The paper gives data on its incidence, risk factors, the frequency of diagnostic errors, the specific features of the course of male gouty arthritis, and the effectiveness of Gout school activities

The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

Science.gov (United States)

Dixon, Keshia L.

This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

Science.gov (United States)

Jönsson, Bo-Anders

2005-09-01

Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

CAS Introductory Course in Italy

CERN Multimedia

2008-01-01

The CERN Accelerator School’s introductory course is a great success. This year the CERN Accelerator School held its "Introduction to Accelerator Physics" course in Frascati, Italy, from 2-14 November in collaboration with the University of Rome "La Sapienza" and the INFN Frascati National Laboratory. The Introductory level course is particularly important since, for the majority of participants, it is the first opportunity to discover the various aspects of accelerator physics. For this school the programme had been significantly revised in order to take into account the new trends currently being developed in the field, thus putting more emphasis on linacs, synchrotron light sources and free-electron lasers. The school was a resounding success with 115 participants of more than 23 nationalities. Feedback from the students praised the expertise of the lecturers, the high standard of the lectures as well as the excellent organizati...

Implementation of radioecological education in secondary school by a 'Radiation and man' elective course

International Nuclear Information System (INIS)

Kostadinova, B.; Boyanova, L.; Tsakovski, S.; Pavlova, P.

2004-01-01

The paper presents the results of a didactic investigation within the period 1998-2000 carried out at the Chair of Chemistry Didactics at Sofia University 'St. Kliment Ohridski'. The proposed system, which includes a program, supplied with appropriate literature, visualization aids and control tools was approbated in three variants, as follows: Elective training; Presentation of seminars or discussion lessons; Inclusion of several topics in the existing physics educational section 'From Atoms to Space', which is enough to provide substantial radioecological information corresponding to the amount planned in the 'Radiation and Man' educational program. The project was carried out at two secondary schools: 'Vassil Levski' in Velingrad and 'Yane Sandanski' in Sandanski. These schools were chosen mainly because of their location - outside the city of Sofia and far from the 30 km zone around the Kozloduy NPP. The project implementation started in the middle of the 2001/2002 school year second term and ended before the end of the term. The current paper summarizes results from teaching of the elective course to secondary school students (10 th grade). Questionnaires and results evaluation scheme are worked out. The data are treated by correlation and cluster analysis

38 CFR 21.4274 - Law courses.

Science.gov (United States)

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Law courses. 21.4274... Pursuit of Courses § 21.4274 Law courses. (a) Accredited. A law course in an accredited law school leading to a standard professional law degree will be assessed as provided in § 21.4273(a). (b) Nonaccredited...

IELTS Preparation Courses in China : the Reading Comprehension Task

OpenAIRE

Zhou, Ying

2011-01-01

More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview...

Students' Intention to Take Online Courses in High School: A Structural Equation Model of Causality and Determinants

Science.gov (United States)

Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif

2016-01-01

Offering an online integrated high-school course or subject for the first time involves many challenges. Better understanding the factors that affect students' willingness to participate in the experience could provide support for better implementation of such a strategic initiative. In addition, it is important to understand how personal factors…

Evaluating a blended-learning course taught to different groups of learners in a dental school.

Science.gov (United States)

Pahinis, Kimon; Stokes, Christopher W; Walsh, Trevor F; Cannavina, Giuseppe

2007-02-01

The purpose of this study was to present and evaluate a blended-learning course developed for undergraduate (B.D.S.), postgraduate, and diploma (hygiene and therapy) students at the University of Sheffield School of Clinical Dentistry. Blended learning is the integration of classroom face-to-face learning with online learning. The overall methodology used for this study was action research. The data were collected using three processes: questionnaires to collect contextual data from the students taking the course; a student-led, nominal group technique to collect group data from the participants; and a non-participant observer technique to record the context in which certain group and individual behaviors occurred. The online component of the course was accepted as a valuable resource by 65 percent of those responding. While online information-sharing occurred (31 percent of the students posted in forums), there was no evidence of online collaboration, with only 8 percent replying to forum postings. Accessibility of the online environment was one of the main concerns of the students at the nominal group sessions. Differences regarding overall engagement with the course between the student groups (years) were observed during the sessions. The majority of the students were satisfied with the Information and Communication Technologies (ICT) course. No statistically significant differences between males and females were found, but there were differences between different student cohorts (year groups).

Library school education for medical librarianship.

Science.gov (United States)

Roper, F W

1979-10-01

This paper reviews the current situation in library school education for medical librarianship in the United States and Canada based on information from a questionnaire sent to teachers of courses in medical librarianship in accredited library schools. Since 1939, when the first course devoted entirely to medical librarianship was offered at Columbia University, courses have been introduced into the curricula of at least forty-seven of the ALA-accredited library schools. In 1978 there were seventy courses available through forty-seven library schools. Possibilities for specialization in medical librarianship are examined. Course content is reviewed. Implications of the MLA certification examination for library school courses are explored.

Library School Education for Medical Librarianship *

Science.gov (United States)

Roper, Fred W.

1979-01-01

This paper reviews the current situation in library school education for medical librarianship in the United States and Canada based on information from a questionnaire sent to teachers of courses in medical librarianship in accredited library schools. Since 1939, when the first course devoted entirely to medical librarianship was offered at Columbia University, courses have been introduced into the curricula of at least forty-seven of the ALA-accredited library schools. In 1978 there were seventy courses available through forty-seven library schools. Possibilities for specialization in medical librarianship are examined. Course content is reviewed. Implications of the MLA certification examination for library school courses are explored. PMID:385086

Research Courses in Education Leadership Programs: Relevance in an Era of Accountability

OpenAIRE

Rebecca M. Bustamante; Julie P. Combs

2011-01-01

Master’s degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvem...

Implementing a Course Review Process for a Continuous Quality Improvement Model for a Medical School Curriculum.

Science.gov (United States)

Ward, Cassandra S; Andrade, Amy; Walker-Winfree, Lena

2018-01-01

In 1901, Abraham Flexner, a research scholar at the Carnegie Foundation for the Advancement of Teaching, visited 155 medical schools in the United States and Canada to assess medical education. Flexner's recommendations became the foundation for the Liaison Committee on Medical Education accreditation, a voluntary, peer-reviewed quality assurance process to determine whether a medical education program meets established standards. The Meharry Medical College School of Medicine, a historically Black college/university (HBCU) established the Office of Curriculum Evaluation and Effectiveness in 2013 to ensure the consistent monitoring of the medical education program's compliance with accreditation standards. The motto and logo, LCME 24/7, highlight the school's emphasis on meeting accreditation standards. The school uses the 1994 Plan-Do-Study-Act Cycle for Learning and Improvement for continuous review of course content, outcomes, and evaluations. This process identifies strengths, challenges, and opportunities for innovative steps for continuous quality improvements to the curriculum.

A science methods course in a professional development school context: A case study of student teachers

Science.gov (United States)

Sopko, Linda Diane

The purpose of this case study was to explore how six student teachers constructed their personal understanding about teaching science to elementary students in the context of a professional development school (PDS). The science methods course was one of five university courses that they attended at the PDS site. The participants spent the remainder of the school day in an assigned classroom where they assisted the classroom teacher in a paraprofessional role. This study was an attempt to determine the knowledge that the participants constructed of science instruction and the school during the preservice semester of their PDS experience and what knowledge was transferred into their student teaching practices. The methodology selected was qualitative. A case study was conducted to determine the constructs of the participants. Data collection included documents concerning the PDS school and personal artifacts of the student teachers. Student teachers, cooperating teachers, and administrators were interviewed. The student teachers were also observed teaching. Triangulation was achieved with the use of multiple data sources, a reflexive journal, and peer debriefers. A cross case comparison was used to identify issues salient to the research questions. The PDS context immediately challenged the participants' prior conceptions about how children learn and should be instructed. Participants believed that the situational knowledge constructed during the PDS semester contributed to their self-confidence during student teaching. The instructional emphasis on standardized tests in the PDS and the limited emphasis on science curriculum and instruction constructed an image of science as a minor component in the elementary curriculum. The student teachers were able to transfer knowledge of inquiry-based instructional strategies, as modeled and practiced in their science methods course, into their science lesson during student teaching. One student teacher used inquiry

Controlling human corneal stromal stem cell contraction to mediate rapid cell and matrix organization of real architecture for 3-dimensional tissue equivalents.

Science.gov (United States)

Mukhey, Dev; Phillips, James B; Daniels, Julie T; Kureshi, Alvena K

2018-02-01

The architecture of the human corneal stroma consists of a highly organized extracellular matrix (ECM) interspersed with keratocytes. Their progenitor cells; corneal stromal stem cells (CSSC) are located at the periphery, in the limbal stroma. A highly organized corneal ECM is critical for effective transmission of light but this structure may be compromised during injury or disease, resulting in loss of vision. Re-creating normal organization in engineered tissue equivalents for transplantation often involves lengthy culture times that are inappropriate for clinical use or utilisation of synthetic substrates that bring complications such as corneal melting. CSSC have great therapeutic potential owing to their ability to reorganize a disorganized matrix, restoring transparency in scarred corneas. We examined CSSC contractile behavior to assess whether this property could be exploited to rapidly generate cell and ECM organization in Real Architecture For 3D Tissues (RAFT) tissue equivalents (TE) for transplantation. Free-floating collagen gels were characterized to assess contractile behavior of CSSC and establish optimum cell density and culture times. To mediate cell and collagen organization, tethered collagen gels seeded with CSSC were cultured and subsequently stabilized with the RAFT process. We demonstrated rapid creation of biomimetic RAFT TE with tunable structural properties. These displayed three distinct regions of varying degrees of cellular and collagen organization. Interestingly, increased organization coincided with a dramatic loss of PAX6 expression in CSSC, indicating rapid differentiation into keratocytes. The organized RAFT TE system could be a useful bioengineering tool to rapidly create an organized ECM while simultaneously controlling cell phenotype. For the first time, we have demonstrated that human CSSC exhibit the phenomenon of cellular self-alignment in tethered collagen gels. We found this mediated rapid co-alignment of collagen fibrils

Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach.

Directory of Open Access Journals (Sweden)

John Paul Ekwaru

Full Text Available The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools has been recognized as a "best practice" in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project's cost-effectiveness following a life-course approach.We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY, from a school system's cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate.The incremental cost-effectiveness ratio(ICER of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER < CA$50,000. In probabilistic sensitivity analysis, APPLE Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICERSchool-based health promotion, such as APPLE Schools is a cost-effective intervention for obesity prevention and reduction of chronic disease risk over the lifetime. Expanding the coverage and allocating resources towards school-based programs like the APPLE Schools program, is likely to reduce the public health burden of obesity and chronic diseases.

Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

Science.gov (United States)

Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

2010-03-01

Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

Comparison of index velocity measurements made with a horizontal acoustic Doppler current profiler

Science.gov (United States)

Jackson, P. Ryan; Johnson, Kevin K.; Duncker, James J.

2012-01-01

The State of Illinois' annual withdrawal from Lake Michigan is limited by a U.S. Supreme Court decree, and the U.S. Geological Survey (USGS) is responsible for monitoring flows in the Chicago Sanitary and Ship Canal (CSSC) near Lemont, Illinois as a part of the Lake Michigan Diversion Accounting overseen by the U.S. Army Corps of Engineers, Chicago District. Every 5 years, a technical review committee consisting of practicing engineers and academics is convened to review the U.S. Geological Survey's streamgage practices in the CSSC near Lemont, Illinois. The sixth technical review committee raised a number of questions concerning the flows and streamgage practices in the CSSC near Lemont and this report provides answers to many of those questions. In addition, it is the purpose of this report to examine the index velocity meters in use at Lemont and determine whether the acoustic velocity meter (AVM), which is now the primary index velocity meter, can be replaced by the horizontal acoustic Doppler current profiler (H-ADCP), which is currently the backup meter. Application of the AVM and H-ADCP to index velocity measurements in the CSSC near Lemont, Illinois, has produced good ratings to date. The site is well suited to index velocity measurements in spite of the large range of velocities and highly unsteady flows at the site. Flow variability arises from a range of sources: operation of the waterway through control structures, lockage-generated disturbances, commercial and recreational traffic, industrial withdrawals and discharges, natural inflows, seiches, and storm events. The influences of these factors on the index velocity measurements at Lemont is examined in detail in this report. Results of detailed data comparisons and flow analyses show that use of bank-mounted instrumentation such as the AVM and H-ADCP appears to be the best option for index velocity measurement in the CSSC near Lemont. Comparison of the rating curves for the AVM and H-ADCP demonstrates

Capstone Course Innovation: Bloomberg Professional Service

Science.gov (United States)

Payette, Dennis L.; Libertella, Anthony F.

2012-01-01

This paper reports on the introduction of a curricular innovation in a required capstone course: namely the Business Policy and Strategy course in the School of Business at Adelphi University. The curriculum capstone courses have tended to primarily include business related case studies and business simulation exercises. Consequently, curriculum…

Increasing Knowledge and Self-Efficacy through a Pre-Service Course on Promoting Positive School Climate: The Crucial Role of Reducing Moral Disengagement

Science.gov (United States)

Crooks, Claire V.; Jaffe, Peter G.; Rodriguez, Arely

2017-01-01

Teachers play an important role in promoting a positive school climate, which in turns supports academic achievement and positive mental health among students. This study evaluated the impact of a pre-service teacher education course addressing a range of contributors to school climate. Participants included a cohort of 212 pre-service teachers…

The High School Students' Views on the Necessity of Private Courses for Accessing Higher Education (Siirt Sample)

Science.gov (United States)

Cevdet, Epcacan

2015-01-01

The aim of this research is to determine high school students' opinions regarding the necessity of private courses in the transition to higher education. For this purpose, the descriptive research method has been applied. As a data collection tool, an interview which has both quantitative and qualitative structure in other words a hybrid structure…

Studies on education for radiation and courses of study (2009)

International Nuclear Information System (INIS)

Sakuraba, Kazuhiro; Nakamura, Hideo; Ukai, Mitsuko

2009-01-01

The Courses of Study are provided as the standards for educational courses in all schools in Japan. The new Courses of Study have been started this year. In this research, we revealed the ways how to teach radiation using the Courses of Study (2009). Education for radiation was first opened for the third grade of secondary school children. The contents in terms of radiation education in this Courses of Study (2009) are the characterization and application of radiation. To promote this new study courses, the knowledge about radiation of young man and woman were also studied. We concluded it is necessary to start radiation education from elementary school. Furthermore to apply the Courses of Study effectively, we need the comments on radiation education from the researcher of radiation. After the comments, teachers are able to make precise educational materials for their own children. (author)

The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing.

Science.gov (United States)

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.

Problem posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers

Directory of Open Access Journals (Sweden)

Lorena Salazar Solórzano

2015-06-01

Full Text Available Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students’ understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity. 

Digital Imaging: An Adobe Photoshop Course

Science.gov (United States)

Cobb, Kristine

2007-01-01

This article introduces digital imaging, an Adobe Photoshop course at Shrewsbury High School in Shrewsbury, Massachusetts. Students are able to earn art credits to graduate by successfully completing the course. Digital imaging must cover art criteria as well as technical skills. The course begins with tutorials created by the instructor and other…

Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT.

Science.gov (United States)

Milic, Natasa M; Ilic, Nikola; Stanisavljevic, Dejana M; Cirkovic, Andja M; Milin, Jelena S; Bukumiric, Zoran M; Milic, Nikola V; Savic, Marko D; Ristic, Sara M; Trajkovic, Goran Z

2018-01-01

Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, "Applicative Use of ICT in Medicine" for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards

CAS course on Advanced Accelerator Physics in Warsaw

CERN Multimedia

CERN Accelerator School

2015-01-01

The CERN Accelerator School (CAS) and the National Centre for Nuclear Research (NCBJ) recently organised a course on Advanced Accelerator Physics. The course was held in Warsaw, Poland from 27 September to 9 October 2015.    The course followed an established format with lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 34 lectures, supplemented by private study, tutorials and seminars. The practical courses provided ‘hands-on’ experience of three topics: ‘Beam Instrumentation and Diagnostics’, ‘RF Measurement Techniques’ and ‘Optics Design and Corrections’. Participants selected one of the three courses and followed their chosen topic throughout the duration of the school. Sixty-six students representing 18 nationalities attended this course, with most participants coming from European counties, but also from South Korea, Taiwan and Russia. Feedback from th...

BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

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Vira V. Kotkova

2017-09-01

Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

14 CFR Appendix B to Part 141 - Private Pilot Certification Course

Science.gov (United States)

2010-01-01

... (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES PILOT SCHOOLS Pt. 141, App. B Appendix B to Part 141...) Accident reporting requirements of the National Transportation Safety Board; (3) Applicable subjects of the... checks and end-of-course tests in accordance with the school's approved training course, consisting of...

Facilitation of the ESSEA On-Line Course for Middle School Teachers: A Key to Retention and Learning

Science.gov (United States)

Slattery, W.

2001-12-01

There are fundamental differences between an on-line course and a traditional face to face classroom course offering. On-line courses are front-loaded, that is, students taking on-line courses first have to navigate an unfamiliar website as they become familiar with the organization of the course. In addition, students in an on-line course in many cases have the stress of having to relate with an instructor and collaborate with colleagues that they may never meet. Many may be unfamiliar with the use of telecommunications technology. These forces can combine to produce students that become disillusioned with the on-line learning process, and consequently drop the course. The stress associated with an on-line course can be significantly reduced by the methods used by the facilitator of the course. Therefore, facilitation of an on-line course can be a key to student retention in on-line courses, and strengthen learning experiences for all students. The Earth System Science Education Alliance on-line course for practicing middle school teachers begins with a three week non-graded module designed to permit the facilitator and students to introduce themselves, provides opportunities to participants to explore the website, and allows participants to practice working with each other to develop Earth systems interactions. These group products are evaluated by the facilitator, and returned with detailed comments to the participants. Once graded work begins during the fourth week of the on-line course, it is guided by rubrics that assign higher value to products that contain multiple examples of supporting evidence of scientific assertions, are accurate, and express depth of reasoning. The facilitator guides participant learning through group threaded discussions, providing feedback for individual journal entries, and on-line comments and suggestions regarding classroom activities developed by the participants. Post-course evaluations suggest that K-12 teacher participants in

GIS-Based Education Course for Bachelor of Management Program in the Lomonosov Moscow State University Business School

Science.gov (United States)

Pirogov, A.

2014-04-01

An optional course, "Geographical Aspects of Business" in the framework of the Bachelor of management program in the Lomonosov Moscow State University Business School is setting the goal to introduce future discipline specialists with geographical topics of current interest for management and provide knowledge, skills and expertise of geospatial analysis and the use of geoinformation technologies in finding solutions to economic and managerial tasks. The students' feedback shows interest and demand for such a course for management students. The course has an interdisciplinary links with the main subjects such as marketing, public administration, visual communication, etc., and is based on the set of business cases dealing with Web-GIS Services, LBS, Geomarketing, Spatial analysis, etc. Open Data and corporate geodata sets are used. The pragmatist approach is selected for successful accomplishment of the course's goal, which is based on using Web-GIS tools. The Geomixer - a free web- GIS product by the company SCANEX - is chosen to be one of them. The principle "I do - I analyze" helps to minimize the theoretic constituent of the course improving the outcome of the classes. Owing to innovative methods of teaching, the educational goal of the course is achieved to the full scope despite the small number of allocated hours. The classes surely improve both the general level of geographic competence of students and provide them with the skills to work with GIS. Such optional courses will undoubtedly contribute to the development of GIS-education in management administration.

Childhood school performance, education and occupational complexity: a life-course study of dementia in the Kungsholmen Project.

Science.gov (United States)

Dekhtyar, Serhiy; Wang, Hui-Xin; Fratiglioni, Laura; Herlitz, Agneta

2016-08-01

Cognitive reserve hypothesis predicts that intellectually demanding activities over the life course protect against dementia. We investigate if childhood school performance remains associated with dementia once education and occupational complexity are taken into account. A cohort of 440 individuals aged 75+ from the Kungsholmen Project was followed up for 9 years to detect dementia. To measure early-life contributors to reserve, we used grades at age 9-10 extracted from the school archives. Data on formal education and occupational complexity were collected at baseline and first follow-up. Dementia was ascertained through comprehensive clinical examination. Cox models estimated the relationship between life-course cognitive reserve measures and dementia. Dementia risk was elevated [hazard ratio (HR): 1.54, 95% confidence interval (CI): 1.03 to 2.29] in individuals with low early-life school grades after adjustment for formal educational attainment and occupational complexity. Secondary education was associated with a lower risk of dementia (HR: 0.72, 95% CI: 0.50 to 1.03), although the effects of post-secondary and university degrees were indistinguishable from baseline. Occupational complexity with data and things was not related to dementia. However, an association was found between high occupational complexity with people and dementia, albeit only in women (HR: 0.39, 95% CI: 0.14 to 0.99). The pattern of results remained unchanged after adjustment for genetic susceptibility, comorbidities and depressive symptoms. Low early-life school performance is associated with an elevated risk of dementia, independent of subsequent educational and occupational attainment. © The Author 2016; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

Navigation Effects on Asian Carp Movement Past Electric Barrier, Chicago Sanitary and Ship Canal

Science.gov (United States)

2016-02-01

fish from swimming through the CSSC and into Lake Michigan. Longer fish are more easily deterred than shorter fish because a greater voltage difference...captured in the Lockport pool downstream of the barriers in December 2009. At the barrier, the CSSC is 160 feet (ft) wide and has a rectangular cross...equation, which is based on the one-dimensional application of conservation of energy and conservation of mass. Based on the Schifj equation, the return

Synchronous Communication in a Web-Based Senior High School Course: Maximizing Affordances and Minimizing Constraints of the Tool

Science.gov (United States)

Murphy, Elizabeth; Coffin, George

2003-01-01

Researchers studied the use of a suite of synchronous communication tools in support of a Web-based, senior high school French course whose students were dispersed over the vast, sparsely populated province of Newfoundland and Labrador, Canada. The objective was to describe interaction according to four types: student-teacher, student-student,…

Revamping High School Accounting Courses.

Science.gov (United States)

Bittner, Joseph

2002-01-01

Provides ideas for updating accounting courses: convert to semester length; focus on financial reporting/analysis, financial statements, the accounting cycle; turn textbook exercises into practice sets for the accounting cycle; teach about corporate accounting; and address individual line items on financial statements. (SK)

Incorporating Engineering Design Challenges into STEM Courses

OpenAIRE

Householder, Daniel L.; Hailey, Christine E.

2012-01-01

Successful strategies for incorporating engineering design challenges into science, technology, engineering, and mathematics (STEM) courses in American high schools are presented in this paper. The developers have taken the position that engineering design experiences should be an important component of the high school education of all American youth. In most instances, these experiences in engineering design are infused into instruction programs in standards-based courses in science, technol...

Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11. First Look. NCES 2013-002

Science.gov (United States)

Marken, Stephanie; Gray, Lucinda; Lewis, Laurie

2013-01-01

This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education…

Anatomy of a Bible Course Curriculum.

Science.gov (United States)

Paterson, Frances R. A.

2003-01-01

Examines case law on the subject of Bible instruction in the public schools, offers a detailed analysis and critique of the National Council on Bible Curriculum in Public Schools curriculum, and provides suggestions for public schools contemplating adding a course on the Bible to their curricula. (Contains 89 references.) (Author/PKP)

[5-year course of dyslexia – Persistence, sex effects, performance in reading and spelling, and school-related success].

Science.gov (United States)

Wyschkon, Anne; Schulz, Franziska; Gallit, Finja Sunnyi; Poltz, Nadine; Kohn, Juliane; Moraske, Svenja; Bondü, Rebecca; von Aster, Michael; Esser, Günter

2018-03-01

The study examines the 5-year course of children with dyslexia with regard to their sex. Furthermore, the study investigates the impact of dyslexia on the performance in reading and spelling skills and school-related success. A group of 995 6- to 16-year-olds were examined at the initial assessment. Part of the initial sample was then re-examined after 43 and 63 months. The diagnosis of dyslexia was based on the double discrepancy criterion using a standard deviation of 1.5. Though they had no intellectual deficits, the children showed a considerable discrepancy between their reading or writing abilities and (1) their nonverbal intelligence and (2) the mean of their grade norm. Nearly 70 % of those examined had a persisting diagnosis of dyslexia over a period of 63 months. The 5-year course was not influenced by sex. Despite average intelligence, the performance in writing and spelling of children suffering from dyslexia was one standard deviation below a control group without dyslexia with average intelligence and 0.5 standard deviations below a group of children suffering from intellectual deficits. Furthermore, the school-related success of the dyslexics was significantly lower than those of children with average intelligence. Dyslexics showed similar school-related success rates to children suffering from intellectual deficits. Dyslexia represents a considerable developmental risk. The adverse impact of dyslexia on school-related success supports the importance of early diagnostics and intervention. It also underlines the need for reliable and general accepted diagnostic criteria. It is important to define such criteria in light of the prevalence rates.

Which Second Language Learning Theories Underlie Language Courses Offered by Slovene Private Language Schools

Directory of Open Access Journals (Sweden)

Marša Meznarič

2011-12-01

Full Text Available The article deals with language courses offered by private language schools in Slovenia. It examines who the people in charge of the language schools are, what criteria new teachers have to meet to become an employee of a school, whether the methodology applied (if any has been carefully chosen, what the teaching techniques are and who chooses them. Second language method discoveries have been subjected to perennial criticism and scepticism over the last half of century. Teachers around the globe have been confused by the constant shifts in the popularity of different methods. The article examines the con sequences of the abovementioned circumstances. The 15 interviews conducted with private language schools’ managers have generated valuable information on the level of professionalism in this area of business. The results have shown that most of the randomly chosen schools are managed by language professionals or by economists who employ a linguist for controlling the teaching and learning processes and that the majority of schools does adopt a particular approach or method of teaching. Teacher trainees receive a lot of support and guidance prior to teaching in a school. In most cases, teachers are free to choose techniques of teaching according to their preferences, providing the techniques are not in conflict with the general schools’ principles. The criteria for employment vary considerably. Nearly all managers would employ a professional language teacher with experience only, but others demand that the teacher be a native speaker regardless of his/her education. Several stress the importance of personal characteristics and would consider employing only lighthearted and energetic teachers. Teachers’ work and students’ progress are often evaluated.

Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

Science.gov (United States)

Bakić-Mirić, Natasa

2010-01-01

Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a

Diet and bioclimatic conditions on production and milk quality

Directory of Open Access Journals (Sweden)

F. P. Campos

2018-05-01

Full Text Available It was aimed to analyze the productive performance of lactating cows on isoprotein fed diets, at differentiated environmental conditions. Eight Holstein cows were used, grouped in two 4 × 4 balanced Latin squares design. The treatments were evaluated in 2 × 2 factorial designs: sources of roughage (corn silage – CS plus concentrate, and the combination of corn silage with sugarcane - CSSC, 1:1 on DM, plus concentrate and distinct environment (with= WS and without= OS, fan and nebulizers system= Sfn. The estimation of dry matter intake (DMI, productive performance and physicochemical parameters of milk were evaluated. There was no interaction effect of environment factors and source of forage. There was signiÀ cant effects for the source forage factors, where the DMI for the CSSC based diet was higher than the CS based diet in the effect of forage (4.22 vs. 4.06% BW, and 22.3 vs. 21.7 kg/d, respectively, P≤0.05, but with similar milk production correcting 3.5% fat (23.01 vs. 22.62, CSSC and CS; 22.85 vs. 22.78 kg/day, WS and OS, respectively, P≥0.05. The feed efÀ ciency and conversion was similar in both factors (102.8 vs. 104.7% and 0.99 vs. 1.0, CSSC and CS; 102.5 vs. 104.9% and 1.0 vs. 0.99, WS and OS, respectively, P≥0.05. The beneÀ t-diet cost ratio was higher for CS-based diet than for CSSC (7.44 vs. 6.97, P≤0.05. There were effects only in the forage factor for CP milk (3.26 vs. 3.23%, P≤0.05, lactose (4.54 vs. 4.49%, P≤0.05 and urea nitrogen in milk (23.21 vs. 20.71 mg/dL, P≤0.05 and the superiority arising from the CSSC-based diet in comparison to the CS diet. There was higher for T and THI (28.1 vs. 23.6°C and 75.1 vs. 71.1, respectively, P≤0.05, and lower RH to 2:00 pm (47.7 vs. 64.5%, P≤0.05. The linear score showed negative correlations with DMI, milk production, lactose and urea nitrogen (-0.36, -0.69, -0.44 and -0.32, P≤0.05, respectively. The use of the diet based on CSSC proposed increases in DMI and

CAS - Great success for the DSP course

CERN Multimedia

2007-01-01

The CERN Accelerator School (CAS) and the Uppsala University jointly organized a specialized school on "Digital Signal Processing" in Sigtuna, Sweden from 1-9 June, 2007. This course was a "première" in many ways: firstly the topic had never been addressed by CAS, and secondly the structure of the course differed from the usual specialized courses in the sense that it was composed of 32 hours of theoretical lectures in the mornings and 16 hours "hands-on" courses in the afternoons. The latter, which have been designed by CERN experts, had some logistic implications in transporting computers and circuit boards (DSP and FPGA) to Sweden. The principle of this new approach was extremely well received by the accelerator community and 97 participants representing 23 different nationalities (80% of the participants originating from the CERN Member States) attended the course. As illustrated by the very positive feedback received from th...

Problem-based learning in a health sciences librarianship course.

Science.gov (United States)

Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T

1998-01-01

Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.

Science.gov (United States)

Plunk, Andrew D; Tate, William F; Bierut, Laura J; Grucza, Richard A

2014-06-01

Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data ( n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.

An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

Science.gov (United States)

Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

2014-01-01

The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

Science.gov (United States)

Echols, Leslie

2014-01-01

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

Nutrition education in Japanese medical schools: a follow-up survey.

Science.gov (United States)

Orimo, Hideo; Ueno, Takahiro; Yoshida, Hiroshi; Sone, Hirohito; Tanaka, Akira; Itakura, Hiroshige

2013-01-01

A questionnaire survey was used to determine the status of nutrition education in Japanese medical schools in 2009. A similar survey was conducted in 2004, at which time nutritional education was determined to be inadequate in Japanese medical schools. The current questionnaire was sent to the directors of Centers for Medical Education of 80 medical schools, who represented all medical schools in Japan. Sixty-seven medical schools (83.8%) responded, of which 25 schools (37.3%) offered dedicated nutrition courses and 36 schools (53.7%) did not offer dedicated nutrition courses but offered something related to nutrition in other courses; six schools (9.0%) did not offer any nutrition education. Overall, 61 schools (91.0%) offered at least some nutritional topics in their undergraduate education. Nevertheless, only 11 schools (16.4%) seem to dedicate more than 5 hours to substantial nutrition education as judged by their syllabi. Although the mean length of the course was 11 hours, substantial nutrition education accounted for only 4.2 hours. Of the 25 medical schools that offered dedicated nutrition courses, seven schools offered the nutrition course as a stand-alone course and 18 schools offered it as an integrated course. In conclusion, the status of nutrition education in Japan has improved slightly but is still inadequate.

Nearly 1.4 Million High School Physics Students--Enrollments in AP and Second-Year Courses up 26% Even though Number of Graduates down in 2012-13

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

Since 1987, the Statistical Research Center at the American Institute of Physics has regularly conducted a nationwide survey of high school physics teachers to take a closer look at physics in U.S. high schools. We contact all of the teachers who teach at least one physics course at a nationally representative sample of all U.S. high schools-both…

GIS-Based Education Course for Bachelor of Management Program in the Lomonosov Moscow State University Business School

OpenAIRE

A. Pirogov

2014-01-01

An optional course, "Geographical Aspects of Business" in the framework of the Bachelor of management program in the Lomonosov Moscow State University Business School is setting the goal to introduce future discipline specialists with geographical topics of current interest for management and provide knowledge, skills and expertise of geospatial analysis and the use of geoinformation technologies in finding solutions to economic and managerial tasks. The students' feedback shows inte...

An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

Science.gov (United States)

Harlow, Danielle B.

2014-02-01

This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.

Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

Science.gov (United States)

Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

2013-01-01

This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

Bilingual (German-English) Molecular Biology Courses in an Out-of-School Lab on a University Campus: Cognitive and Affective Evaluation

Science.gov (United States)

Rodenhauser, Annika; Preisfeld, Angelika

2015-01-01

Taking into account (German) students' deficiencies in scientific literacy as well as reading competence and the "mother tongue + 2" objective of the European commission, a bilingual course on molecular biology was developed. It combines CLIL fundamentals and practical experimentation in an out-of-school lab. Cognitive and affective…

Completion of a Full Course of Primary Schooling among All Children Everywhere by 2015: A Case of Sub-Saharan Africa

Science.gov (United States)

Wamala, Robert

2013-01-01

Achieving the United Nations Millennium Development Goals (MDGs) remains a major challenge, particularly in developing countries. Specifically, achieving the target of completing a full course of primary schooling among all children, which is goal two, is a major challenge for Sub-Saharan Africa. Though literature consensually suggests that the…

A criação do curso de engenharia química na escola nacional de química da universidade do Brasil The creation of the chemical engineering course at the national school of chemistry of the university of Brazil

Directory of Open Access Journals (Sweden)

Alexandro Pereira da Silva

2006-07-01

Full Text Available The goal of this work was to establish the origins of the chemical engineering course at the National School of Chemistry of the University of Brazil (at present, the School of Chemistry of the Federal University of Rio de Janeiro. There was a previous Industrial Chemistry course at the Higher School of Agriculture and Veterinary, established in 1920, following the French model. This course was the basis of the creation of the National School of Chemistry in 1933. During the 1940s, teachers and students claimed for a new course in true connection with the needs of the country and to reach full valorization of their job. The structure of the new Chemical Engineering course was approved in 1946 and the first class begun in 1952. This course was of great importance during the Brazilian industrial development during the 1950s and 1960s.

Prevalence, Course, Incidence, and 1-Year Prediction of Deliberate Self-Harm and Suicide Attempts in Early Norwegian School Adolescents

Science.gov (United States)

Larsson, Bo; Sund, Anne Mari

2008-01-01

In this survey of early Norwegian school adolescents, the prevalence, course, and incidence of self-harm behavior with or without suicide intent were examined, in addition to predictors of self-harm for a 1-year follow-up period. Lifetime prevalence rates of self-harm without suicide intent and suicide attempts were 2.9% and 3.0%, respectively,…

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

Science.gov (United States)

Yüksel, Mehmet; Geban, Ömer

2016-01-01

This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

Impact of a course on human sexuality and adolescence.

Science.gov (United States)

Saksena, Sangeeta; Saldanha, Shaibya

2003-03-01

This study was conducted as part of a course on Human Sexuality and Adolescence for school children to ascertain the prior knowledge of children, source of their knowledge and whether the course was a felt need of the children. Students were given a questionnaire before the course. Few selected questions were asked again after the last session. The course was conducted in a private co-educational English medium school in urban Bangalore involving 392 students 13-15 years of age. The course was designed by the authors and dealt with anatomy, physiology, social and psychological aspects of growing up, HIV and contraception. 55-70% of class VIII, IX and X students had learnt about sex from friends, 30% from movies, 15% from text books and only 10% from parents. Misconceptions about anatomy, childbirth, HIV were common. 90% of tenth class students felt that education in human sexuality was necessary. In spite of chapters on reproduction in textbooks, children turn to peers or media to gather information on sexuality. Education in human sexuality is required in our schools, as this need is currently not being addressed adequately in our society.

Building Maintenance. Performance Objectives. Basic Course.

Science.gov (United States)

Taylor, Ernest

Several intermediate performance objectives and corresponding criterion measures are listed for each of the 13 terminal objectives for a basic high school building maintenance course (the first year of a 3-year program). The materials were developed for a 36-week course (2 hours daily) designed to enable 10th grade students to develop competencies…

A learning skills course for the 1st year medical students: an experience at a Saudi medical school

Directory of Open Access Journals (Sweden)

Siddiqui IA

2015-03-01

Full Text Available Imran A Siddiqui,1 Khalid A Bin Abdulrahman,2 Mohammed A Alsultan3 1Department of Medical Education and Postgraduate Studies, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia; 2College of Medicine, Al-Imam Muhammad Ibn Saud Islamic University (IMSIU, Riyadh, Saudi Arabia; 3College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia Background: Every year nearly 1,500 students enter into medical program after passing high school and national aptitude exams. However, many students experience frustration, failure, and psychological morbidities like stress, depression, and anxiety because they are not aware of their learning styles or do not have effective learning skills and strategies. The College of Medicine of Al-Imam Muhammad ibn Saud Islamic University has adopted the outcome based, community oriented, Spiral Curriculum. Although the curriculum is innovative, on the other hand, it is very demanding. Objective: The purpose of this paper is to share educational structure and evaluation results of the course on effective learning and study skills for the 1st year medical students. Methods: To prepare our students in order to cope with this demanding but promising curriculum, we conducted an effective and comprehensive learning skills course for 16 weeks in the first semester of year 1 in the medical program. Performance of each student was assessed and the course evaluation was done by students at the end of the course. Results: The attendance of the students throughout the course was over 90%. The average performance of students in the summative assessment was 78% and the course was generally liked by the students. Discussion: Students overall had a positive attitude toward the learning skills course. Majority of the students showed interest in attending the sessions regularly and realized the significance of this course to improve their learning skills. Keywords: medical students, learning

Motivational Predictors of Math Course Persistence

Science.gov (United States)

Martinez, Marcela

2014-01-01

Given the growing economic returns to education (Psacharopoulos & Patrinos, 2004) and the overwhelmingly high educational expectations of American high school students (Domina et al., 2011; Goyette, 2008), one might expect nearly all U.S. high school students to take as many academic courses as they can. Consistent with this expectation, much…

38 CFR 21.4263 - Approval of flight training courses.

Science.gov (United States)

2010-07-01

..., and aircraft identification number; (xi) An accounts receivable ledger; (xii) Individual instructor... higher learning are the only entities that can offer flight courses. A State approving agency may approve a flight course only if a flight school or an institution of higher learning offers the course. A...

A role for topographic cues in the organization of collagenous matrix by corneal fibroblasts and stem cells.

Directory of Open Access Journals (Sweden)

Dimitrios Karamichos

Full Text Available Human corneal fibroblasts (HCF and corneal stromal stem cells (CSSC each secrete and organize a thick stroma-like extracellular matrix in response to different substrata, but neither cell type organizes matrix on tissue-culture polystyrene. This study compared cell differentiation and extracellular matrix secreted by these two cell types when they were cultured on identical substrata, polycarbonate Transwell filters. After 4 weeks in culture, both cell types upregulated expression of genes marking differentiated keratocytes (KERA, CHST6, AQP1, B3GNT7. Absolute expression levels of these genes and secretion of keratan sulfate proteoglycans were significantly greater in CSSC than HCF. Both cultures produced extensive extracellular matrix of aligned collagen fibrils types I and V, exhibiting cornea-like lamellar structure. Unlike HCF, CSSC produced little matrix in the presence of serum. Construct thickness and collagen organization was enhanced by TGF-ß3. Scanning electron microscopic examination of the polycarbonate membrane revealed shallow parallel grooves with spacing of 200-300 nm, similar to the topography of aligned nanofiber substratum which we previously showed to induce matrix organization by CSSC. These results demonstrate that both corneal fibroblasts and stromal stem cells respond to a specific pattern of topographical cues by secreting highly organized extracellular matrix typical of corneal stroma. The data also suggest that the potential for matrix secretion and organization may not be directly related to the expression of molecular markers used to identify differentiated keratocytes.

Structuring the AP Art History Course

Science.gov (United States)

Herscher, Walter R.

2013-01-01

While AP (Advanced Placement) Art History may be taught within the art department in many schools, social studies teachers are equally capable of teaching the course well. They have the historical background to discuss the reasons for changes in art styles. A teacher's preparation is similar to teaching a course stressing political history,…

Global Project Management: Graduate Course

National Research Council Canada - National Science Library

Beranek, Thomas R

2006-01-01

..., A. James Clark School of Engineering - Project Management Program. The course slides and suggested readings provide a general exploration of the nuances of doing projects globally as compared to domestically...

Important Skills for Internship and the Fourth-Year Medical School Courses to Acquire Them: A National Survey of Internal Medicine Residents.

Science.gov (United States)

Pereira, Anne G; Harrell, Heather E; Weissman, Arlene; Smith, Cynthia D; Dupras, Denise; Kane, Gregory C

2016-06-01

To obtain feedback from internal medicine residents, a key stakeholder group, regarding both the skills needed for internship and the fourth-year medical school courses that prepared them for residency. This feedback could inform fourth-year curriculum redesign efforts. All internal medicine residents taking the 2013-2014 Internal Medicine In-Training Examination were asked to rank the importance of learning 10 predefined skills prior to internship and to use a dropdown menu of 11 common fourth-year courses to rank the 3 most helpful in preparing for internship. The predefined skills were chosen based on a review of the literature, a national subinternship curriculum, and expert consensus. Chi-square statistics were used to test for differences in responses between training levels. Of the 24,820 internal medicine residents who completed the exam, 20,484 (83%) completed the survey, had complete identification numbers, and consented to have their responses used for research. The three skills most frequently rated as very important were identifying when to seek additional help and expertise, prioritizing clinical tasks and managing time efficiently, and communicating with other providers around care transitions. The subinternship/acting internship was most often selected as being the most helpful course in preparing for internship. These findings indicate which skills and fourth-year medical school courses internal medicine residents found most helpful in preparing for internship and confirm the findings of prior studies highlighting the perceived value of subinternships. Internal medicine residents and medical educators agree on the skills students should learn prior to internship.

A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

Science.gov (United States)

Jin, Qiushuang; Shi, Qian

2008-01-01

This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

Situated Mathematics Teaching within Electrical Engineering Courses

Science.gov (United States)

Hennig, Markus; Mertsching, Bärbel; Hilkenmeier, Frederic

2015-01-01

The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a "fundamentals of electrical…

Participation in Summer School and High School Graduation in the Sun Valley High School District

Science.gov (United States)

Trujillo, Gabriel

2012-01-01

This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high…

Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

Science.gov (United States)

Carifio, James; Doherty, Michael

2012-01-01

The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

Project-Based Learning Courses: The Relationship Between Faculty-Intended Course Implementation and Students' Perceptions

Science.gov (United States)

Simonovich, Jennifer A.; Towers, Emily; Zastavker, Yevgeniya V.

2012-02-01

Project-based learning (PjBL) has been shown to improve students' performance and satisfaction with their coursework, particularly in science and engineering courses. Specific aspects of PjBL that contribute to this improvement are student autonomy, course scaffolding, and instructor support. This study investigates two PjBL courses required for engineering majors at a small technical school, Introductory Mechanics Laboratory and Introductory Engineering Design. The three data sources used in this work are classroom observations (one laboratory and four design sessions) and semi-structured in-depth interviews with twelve students and six faculty. Grounded theory approach is used in a two-step fashion by (1) analyzing each data set individually and (2) performing full triangulation of all three data sets. In this talk, we demonstrate the relationship between faculty intentions and student perceptions regarding the three PjBL aspects -- student autonomy, course scaffolding, and instructor support -- within the context of these two courses. We further discuss implications for the course design and professional development of faculty.

14 CFR Appendix C to Part 63 - Flight Engineer Training Course Requirements

Science.gov (United States)

2010-01-01

... looseleaf binder to include a table of contents. If an applicant desires approval of both a ground school course and a flight school course, they must be combined in one looseleaf binder that includes a separate... control. Temperature control. Engine operation analysis. Operation of all systems. Fuel management...

14 CFR Appendix E to Part 141 - Airline Transport Pilot Certification Course

Science.gov (United States)

2010-01-01

... which the course applies. (b) Each student must demonstrate satisfactory proficiency prior to receiving... TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES PILOT SCHOOLS Pt. 141, App. E Appendix E to... procedures. 5. Stage checks and end-of-course tests. (a) Each student enrolled in an airline transport pilot...

EXPLORING THE PROBLEMS FACED BY TECHNICAL SCHOOL STUDENTS IN LEARNING ENGINEERING COURSES

Directory of Open Access Journals (Sweden)

RAMLEE MUSTAPHA

2014-12-01

Full Text Available The teaching of engineering courses is relatively challenging due to the nature of the courses that are perceived as “difficult courses” by a number of students. Thus, the purpose of this action research was to explore the problems faced by electrical and electronic engineering (PKEE students studying a difficult topic–transistor. This research was also aimed at identifying the students’ attitude towards Problem-based Learning (PBL. Literature has shown that PBL could enhance students’ understanding and make the learning more meaningful. The theoretical framework of this study was based on Kemmis and Mc Taggart model. Cooperative learning method was also utilised in this study consisted of Jigsaw technique in the first and second rounds of the study. In the final round, the discussion method was used. In an action research design, a classroom is a usual research site. Thus, an engineering class of 30 Form 5 students in a Technical School was selected. The PBL method was applied in the class for a nine-week duration. Empirical data were gathered from peer assessment, observation, and pre- and post-tests. The data were described descriptively using frequency, mean and standard deviation. The main results show that the students were more interactive and their post-test result shows significant increases. In terms of the attitude towards PBL, the participants rated PBL highly. The participants also assert that the main benefits of PBL include enhancing their collaborative and problem-solving skills.

Incorporating Engineering Design Challenges into STEM Courses

Science.gov (United States)

Householder, Daniel L., Ed.; Hailey, Christine E., Ed.

2012-01-01

Successful strategies for incorporating engineering design challenges into science, technology, engineering, and mathematics (STEM) courses in American high schools are presented in this paper. The developers have taken the position that engineering design experiences should be an important component of the high school education of all American…

MATHEMATICS COURSES AND NEW EMERGING DESIGN TOOL AN OVERVIEW OF ARCHITECTURAL EDUCATION IN INDONESIA

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Aswin Indraprastha

2008-01-01

Full Text Available Since the beginning, mathematics courses are inherent within architecture education. In Indonesia, the legacy from Dutch education system has influenced most of the architectural schools and this courses stand as one of basic engineering courses for architecture education system. This situation has been remaining well adopted until recently, some of architectural schools are tailoring mathematics to shape with contemporary challenges particularly regards to the digital tools. This paper aims to present brief information about mathematics courses in architectural schools in Indonesia, the importance of mathematics in learning digital design tools and propose thoughts to upgrade mathematics content in architectural education towards new emerging design tools.

Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Science.gov (United States)

Dündar, Sahin

2015-01-01

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

14 CFR 141.11 - Pilot school ratings.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Pilot school ratings. 141.11 Section 141.11 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) SCHOOLS AND... rating course. (x) Aircraft type rating course. (2) Special preparation courses. (Appendix K). (i) Pilot...

ACCELERATORS: School prizes

International Nuclear Information System (INIS)

Anon.

1987-01-01

Dedicated to its goal of encouraging scientists and students to work in the field of particle accelerators, the US Particle Accelerator School (operating since 1981) has switched to a new format. Starting this year, it will offer in alternate years basic accelerator physics plus advanced subjects in both university and symposium styles over four weeks. Expanding the school from two to four weeks gives additional flexibility, and undergraduate participation should be encouraged by university credits being offered for particular courses. In the intervening years, the school will organize six-day topical courses

CAS School in Germany

CERN Multimedia

CERN Accelerator School

The CERN Accelerator School (CAS), the Helmholtz Centre for Heavy Ion Research GmbH (GSI) and the Technische Universität Darmstadt (TU Darmstadt) jointly organised a course on General Accelerator Physics, at intermediate level, at TU Darmstadt from 27 September to 9 October 2009.   Participants in the CERN Accelerator School in Darmstadt, Germany. The Intermediate-level course followed established practice, with lectures on core topics in the mornings and specialised courses in the afternoons. The latter provided "hands-on" education and experience in the three selected topics: "RF Measurement Techniques", "Beam Instrumentation and Diagnostics" and "Optics Design and Correction". These proved to be highly successful, with participants choosing one course and following the topic throughout the school. Guided studies, tutorials, seminars and a poster session completed the programme. A visit to GSI and the F...

Training courses at VR-1 reactor

International Nuclear Information System (INIS)

Sklenka, L.; Kropik, M.

2006-01-01

This paper describes one of the main purposes of the VR-1 training reactor utilization - i.e. extensive educational program. The educational program is intended for the training of university students and selected nuclear power plant personnel. The training courses provide them experience in reactor and neutron physics, dosimetry, nuclear safety and operation of nuclear facilities. At present, the training course participants can go through more than 20 standard experimental exercises; particular exercises for special training can be prepared. Approximately 200 university students become familiar with the reactor (lectures, experiments, experimental and diploma works, etc.) every year. About 12 different faculties from Czech universities use the reactor. International co-operation with European universities in Germany, Hungary, Austria, Slovakia, Holland and UK is frequent. The VR-1 reactor takes also part in Eugene Wigner Course on Reactor Physics Experiments in the framework of European Nuclear Educational Network (ENEN) association. Recently, training courses for Bulgarian research reactor specialists supported by IAEA were carried out. An attractive program including demonstration of reactor operation is prepared also for high school students. Every year, more than 1500 high school students come to visit the reactor, as do many foreigner visitors. (author)

Analyzing Entrepreneurship Skill Levels of the 3rd Grade Primary School Students in Life Sciences Course Based on Different Variables

Science.gov (United States)

Polat, Hüseyin

2018-01-01

The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of…

A Web-Based Peer-Assessment Approach to Improving Junior High School Students' Performance, Self-Efficacy and Motivation in Performing Arts Courses

Science.gov (United States)

Hsia, Lu-Ho; Huang, Iwen; Hwang, Gwo-Jen

2016-01-01

In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a…

Knowledge, attitude and assessment of general study courses by ...

African Journals Online (AJOL)

We set out to look at the knowledge, attitudes and assessment of GS courses by students of Nnamdi Azikiwe University, Nnewi campus whose courses of study are related to human health. It is hoped that the information gained from this study will help the School of General Studies (SGS) improve the set of GS courses ...

Investigation of high school male and female students‘ attitudes towards Physical Education and Sports course

Directory of Open Access Journals (Sweden)

Kadir PEPE

2016-09-01

Full Text Available Aim: The investigation has been made in order to define high school male and female students’ attitudes towards physical education and sports course. Material and Methods: The Research is in research screening model. The population of the study is consisted of Burdur province and high schools located in the selected district and the sample group consists of students studying at the 9th, 10th, 11th, 12th grade in these schools. The data have been obtained from the written sources and by using survey methods. The attitude scale of physical education and sports classes for secondary school students developed by Güllü and Güçlü (2007 has been used. Questionnaires have been applied to the sample group by being consulted with one to one by sampling method. 950 individuals in total, 522 women and 428 men, have answered to the questionnaire. The data obtained have been transferred to a computer for statistical process and as statistical procedures, frequency (% and Independent samples t- test, to determine the difference between variables, have been applied. In the detection of differences, reviews have been made by being adopting the significance level of 0.05 in compliance with the answer distributions given to each question and the averages. Results: According to the obtained data; according to the responses of the surveyed high school students studying in average, their attitudes are positive to physical education and sports lessons; it is seen that there is a significant relationship in the significance level of 0,05 in comparative statistical procedures (p <0.05 . Conclusion: As a result; we can say that students' attitudes towards physical education and sports classes participated in the survey are positive, but male students have more positive attitudes than female students.

Machine Shop Practice. Trade and Industrial Education Course of Study.

Science.gov (United States)

Emerly, Robert J.; And Others

Designed for secondary school students who are interested in becoming machinists, this beginning course guide in machine shop practice is organized into the following sections: (1) Introduction, (2) instructional plan, (3) educational philosophy, (4) specific course objectives, (5) course outline, (6) job sheets, and (7) operation sheets. The…

English Course of Study for Buncombe County Public Schools.

Science.gov (United States)

Buncombe County Board of Education, Asheville, NC.

Developed for 58 courses in the English program at the secondary level, this curriculum guide provides a description, an outline, and lists of the objectives, resources, and activities for courses on such subjects as functional language, basic study skills, basic composition, intermediate composition, creative writing, reading, modern grammar, art…

Practice of the integrated endocrine system course

Institute of Scientific and Technical Information of China (English)

Wen-han MEI; Rong CAI

2015-01-01

The integrated curriculum is an important direction of the medical medical education reform under new situation and challenges of medical development.Shanghai Jiao Tong University School of Medicine has implemented the integrated curriculum reform in recent years.The endocrine system course is one of important intergrated courses and integrates relevant contents of multiple disciplines of basic medicine,diagnostics and medical imaging.Various teaching methods are adopted,such as classroom lecture,discussion,problembased learning,experimental lesson and clinical clerkship,etc.The teaching practice is carried on in several aspects:course arrangement,teaching methods,course website construction,teaching team construction and so on.

A Literary Genre in Value Education in History Courses: Poems

Science.gov (United States)

Öztas, Sezai

2018-01-01

One of the objectives of education in schools is to acquire values. In this sense, history courses are among the important courses in which students can acquire values. Students can acquire values such as justice, peace, honesty, empathy, tolerance, human rights, respect, love, responsibility, charity, patriotism, etc. through history courses.…

Research Courses in Education Leadership Programs: Relevance in an Era of Accountability

Science.gov (United States)

Bustamante, Rebecca M.; Combs, Julie P.

2011-01-01

Master's degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements,…

Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

Science.gov (United States)

Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

2016-01-01

The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

Predicting Success in College Mathematics from High School Mathematics Preparation

OpenAIRE

Shepley, Richard A.

1983-01-01

The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...

Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course

Science.gov (United States)

Gunning, Amanda M.

The demands of society's increasing dependence on science and technology call for our students to have a solid foundation in science education, starting in the earliest grades. However, elementary school teachers often lack the necessary experiences to deliver that education. This qualitative study seeks to explore the development of six preservice elementary teachers in a semester-long science methods course. The course consisted of many components; one in particular was a microteaching experience, which emerged as especially significant. The participants' experiences throughout the semester were studied primarily through the lens of self-efficacy, but were also examined considering learning theories and mental models. It was found that two participants in particular were self-directed learners and were able to construct for themselves a self-selected cognitive apprenticeship. Other findings include the significance of a microteaching experience on development of self-efficacy in science teaching and the role mental models may or may not play in development of self-efficacy in the science methods course. This study has implications both for preservice elementary education in science and in general.

A modified Miner rule to predict crack initiation

International Nuclear Information System (INIS)

Taheri, S.

1992-07-01

We propose a damage cumulation rule and an upper bound of cumulated damage before propagation using: linear damage function, linear cumulation in proportional or non proportional loading in presence of overloading or ratchetting. We take into account effect of prehardening on Cyclic Stress Strain Curve (C.S.S.C), and define a non proportional state cyclically equivalent to an uniaxial one. We show an important difference between a load controlled and a strain controlled experiment for difficult cross-slip materials as 316 stainless steel described by a non stable C.S.S.C. (author). 17 refs., 10 figs

The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments.

Science.gov (United States)

von Lengerke, Thomas; Kursch, Angelika; Lange, Karin

2011-01-01

In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/10 academic year.Using questionnaires specific to the learning objectives, learning needs were assessed, pre-post comparisons of self-assessed competencies were performed and key teaching methods were evaluated (5-point Likert scales, "5"=fully agree). At T0 (start of the course) 267 students participated (response rate: 93.7%), of which 180 filled out the T1 questionnaire during the last session of the course (67.4%). Within-subject analyses of variance and paired t-tests were conducted.The highest learning needs were found for the "to show how"-items regarding history taking and disclosing diagnoses (M=4.4). The T1-T0 comparisons showed the greatest improvements for history taking ("to know how": mean difference = +1.7, "to show how": +1.8, pdecision making (+1.2), self-assessing one's own strengths/weaknesses (+1.0) and confidently approaching new patients (+0.7). Students with T0 values of 1 or 2 on the respective scales improved on average by 2.2 points across all items, students with the value of 3 by 1.1, and from 4 or 5 by 0.1. Methodically, the use of simulated patients was rated the most helpful (M=4.8, 87% with the scale value 5). This doctor-patient communication course is associated with substantial improvements regarding all key learning objectives. Regarding methods, the deployed simulated patients (2-4 per 10-student-course group in 3 of the 7 course sessions, respectively) were rated the most helpful. The present evaluation calls for both further development of

Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement.

Science.gov (United States)

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

2010-03-01

The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

Emergency telephone consultations: a new course for medical students.

Science.gov (United States)

Schaufelberger, Mireille; Harris, Michael; Frey, Peter

2012-12-01

Using the telephone for consultations is now common practice. Although there is a clear need for specific training for telephone consultations, it is uncommon for it to be taught in medical school. A practical course on emergency telephone consultations (ECTs) was designed for the medical degree course at the University of Bern Medical School. During the module, each of the volunteer fifth-year medical students had to perform two simulated telephone consultations. Medical students in their first year of medical school acted as simulated patients (SPs), and they gave immediate feedback to the participants. Nineteen per cent of fifth-year students voluntarily undertook the ETC course. The course was rated 'very informative' by 68 per cent of the participants, and 'informative' by 32 per cent. Ninety-four per cent of the attendees recorded a personal learning gain, and 68 per cent suggested that the course should be obligatory. All the participants thought that the SPs played their roles realistically. In their rating of the ETC, the fifth-year students gave it a mean mark of 5.5 (out of a maximum of 6), suggesting that they thought it had been very successful. Students became aware of their need for ETC training through the course itself, and they recommended that it should be obligatory. The ETC pilot received a highly positive response from lead clinicians who anticipated a rising number of telephone consultations, and who have to deal with trainees who have not been taught about how to deal with ETCs. As a result, the Faculty of Medicine decided to make the course obligatory. © Blackwell Publishing Ltd 2012.

Terrain Analysis in the Course Curricula of the South African Army ...

African Journals Online (AJOL)

The research reported here examined the engineer occupational course curricula presented by the South African Army School of Engineers. Methodology involved examination of all enabling learning objectives for the Corps Training Course (701 ENGR 006), the Troop Officers Course (701 ENGR 103), the Troop ...

46 CFR 166.10 - Course of study for engineering students.

Science.gov (United States)

2010-10-01

... 46 Shipping 7 2010-10-01 2010-10-01 false Course of study for engineering students. 166.10 Section... AND APPROVAL OF NAUTICAL SCHOOL SHIPS § 166.10 Course of study for engineering students. The course of study for engineering students shall include (a) all the instruction necessary to fully equip the...

The pipeline of physiology courses in community colleges: to university, medical school, and beyond.

Science.gov (United States)

McFarland, Jenny; Pape-Lindstrom, Pamela

2016-12-01

Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges. Copyright © 2016 The American Physiological Society.

Web-Based Social Work Courses: Guidelines for Developing and Implementing an Online Environment

Science.gov (United States)

Dawson, Beverly Araujo; Fenster, Judy

2015-01-01

Although web-based courses in schools of social work have proliferated over the past decade, the literature contains few guidelines on steps that schools can take to develop such courses. Using Knowles's framework, which delineates tasks and themes involved in implementing e-learning in social work education, this article describes the cultivation…

CERN Accelerator School

Energy Technology Data Exchange (ETDEWEB)

Anon.

1986-01-15

The CERN Accelerator School (CAS) offers a regular course on general accelerator physics. The first basic course was given in September 1984 at Orsay, France, and last September the advanced course was jointly organized by CAS, Oxford's Nuclear Physics Laboratory and the Rutherford Appleton Laboratory, and held at The Queen's College, Oxford.

Preparation for an online asynchronous university doctoral course. Lessons learned.

Science.gov (United States)

Milstead, J A; Nelson, R

1998-01-01

This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.

Value Creation in the Business Curriculum: A Tale of Two Courses

Science.gov (United States)

Weinstein, Art; Barrett, Hilton

2007-01-01

In this article, the authors discuss the need for integrative, multidisciplinary courses in value creation. They describe the design and implementation of courses in 2 different schools at the master of business administration (MBA) and undergraduate levels. Both courses involved schematic models in the teaching methodologies, but each emphasized…

Teaching with comics: a course for fourth-year medical students.

Science.gov (United States)

Green, Michael J

2013-12-01

Though graphic narratives (or comics) now permeate popular culture, address every conceivable topic including illness and dying, and are used in educational settings from grade school through university, they have not typically been integrated into the medical school curriculum. This paper describes a popular and innovative course on comics and medicine for 4th-year medical students. In this course, students learn to critically read book length comics as well as create their own stories using the comics format. The rationale for the course, its general content and format, and methods for teaching are described. Finally, the author offers some reflections on why this medium resonates so powerfully with medical student learners.

Computed Tomography-Enhanced Anatomy Course Using Enterprise Visualization

Science.gov (United States)

May, Hila; Cohen, Haim; Medlej, Bahaa; Kornreich, Liora; Peled, Nathan; Hershkovitz, Israel

2013-01-01

Rapid changes in medical knowledge are forcing continuous adaptation of the basic science courses in medical schools. This article discusses a three-year experience developing a new Computed Tomography (CT)-based anatomy curriculum at the Sackler School of Medicine, Tel Aviv University, including describing the motivations and reasoning for the…

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

Science.gov (United States)

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

CERN Accelerator School

International Nuclear Information System (INIS)

Anon.

1986-01-01

The CERN Accelerator School (CAS) offers a regular course on general accelerator physics. The first basic course was given in September 1984 at Orsay, France, and last September the advanced course was jointly organized by CAS, Oxford's Nuclear Physics Laboratory and the Rutherford Appleton Laboratory, and held at The Queen's College, Oxford

Greece welcomes CERN Accelerator School

CERN Multimedia

CAS School

2011-01-01

The CERN Accelerator School (CAS) and the University of the Aegean jointly organised a course on intermediate-level Accelerator Physics in Chios, Greece, from 19 to 30 September, 2011.   CAS Students pose for a group photo in Chios, Greece. This course followed the established format of the intermediate school, with lectures in the mornings and specialised courses in the afternoons. The latter provided “hands-on” education and experience in three topics: “RF Measurement Techniques”, “Beam Instrumentation and Diagnostics” and “Optics Design and Correction”.  Participants selected one of the three courses and followed the chosen topic throughout the school. Guided studies and tutorials on core subjects, seminars and a poster session completed the programme. An excursion included a visit to the Nea Moni monastery, a guided tour of two medieval villages, Pyrgi and Mesta, and finished with a typical Greek me...

A Survey of Introductory Statistics Courses at University Faculties of Pharmaceutical Sciences in Japan.

Science.gov (United States)

Matsumura, Mina; Nakayama, Takuto; Sozu, Takashi

2016-01-01

A survey of introductory statistics courses at Japanese medical schools was published as a report in 2014. To obtain a complete understanding of the way in which statistics is taught at the university level in Japan, it is important to extend this survey to related fields, including pharmacy, dentistry, and nursing. The current study investigates the introductory statistics courses offered by faculties of pharmaceutical sciences (six-year programs) at Japanese universities, comparing the features of these courses with those studied in the survey of medical schools. We collected relevant data from the online syllabi of statistics courses published on the websites of 71 universities. The survey items included basic course information (for example, the course names, the targeted student grades, the number of credits, and course classification), textbooks, handouts, the doctoral subject and employment status of each lecturer, and course contents. The period surveyed was July-September 2015. We found that these 71 universities offered a total of 128 statistics courses. There were 67 course names, the most common of which was "biostatistics (iryou toukeigaku)." About half of the courses were designed for first- or second-year students. Students earned fewer than two credits. There were 62 different types of textbooks. The lecturers held doctoral degrees in 18 different subjects, the most common being a doctorate in pharmacy or science. Some course content differed, reflecting the lecturers' academic specialties. The content of introductory statistics courses taught in pharmaceutical science programs also differed slightly from the equivalent content taught in medical schools.

The National Science Foundation's Coupling, Energetics and Dynamics of Atmospheric Regions (CEDAR) Student Community

Science.gov (United States)

Sox, L.; Duly, T.; Emery, B.

2014-12-01

The National Science Foundation sponsors Coupling, Energetics, and Dynamics of Atmospheric Regions (CEDAR) Workshops, which have been held every summer, for the past 29 years. CEDAR Workshops are on the order of a week long and at various locations with the goal of being close to university campuses where CEDAR type scientific research is done. Although there is no formal student group within the CEDAR community, the workshops are very student-focused. Roughly half the Workshop participants are students. There are two Student Representatives on the CEDAR Science Steering Committee (CSSC), the group of scientists who organize the CEDAR Workshops. Each Student Representative is nominated by his or her peers, chosen by the CSSC and then serves a two year term. Each year, one of the Student Representatives is responsible for organizing and moderating a day-long session targeted for students, made up of tutorial talks, which aim to prepare both undergraduate and graduate students for the topics that will be discussed in the main CEDAR Workshop. The theme of this session changes every year. Past themes have included: upper atmospheric instrumentation, numerical modeling, atmospheric waves and tides, magnetosphere-ionosphere coupling, equatorial aeronomy and many others. Frequently, the Student Workshop has ended with a panel of post-docs, researchers and professors who discuss pressing questions from the students about the next steps they will take in their careers. As the present and past CSSC Student Representatives, we will recount a brief history of the CEDAR Workshops, our experiences serving on the CSSC and organizing the Student Workshop, a summary of the feedback we collected about the Student Workshops and what it's like to be student in the CEDAR community.

Transforming a University "Entomology" Course into an Elementary Pre-service Teachers Training Course

Directory of Open Access Journals (Sweden)

Chow-Chin Lu

2017-06-01

Full Text Available As elementary school pre-service teachers are required to learn the pedagogical content knowledge of natural field, "Entomology" course offered at the teacher training department was transformed into elementary pre-service teachers’ training course to early cultivate science teachers. This study adopted a mixed method research design. Forty-three pre-service teachers participated in the study and took the "Entomology" teacher training course. The course covers insect concepts, concept map drawing, insect feeding skills, outdoors teaching skills for insect survey, assessment for insect science fairs and designing science lesson plans. Both quantitative data and qualitative data were collected and analyzed to investigate the development of pre-service teachers’ pedagogical content knowledge. The results were as follows: 1 ICTS pre- and post-testing t test results show that pre-service teachers gained more insect cognitive concepts from the Entomology course. 2 In the pre-service teachers’ drawings of conceptual diagrams, the class framework was partially correct, but the conjunctions were accurately presented. 3 Pre-service teachers demonstrated skills of rearing insects, outdoors teaching skills for insect, assessing insect science fairs, and designing science lesson plans. 4 The transformation of the Entomology course into a teacher training course was feasible; however, entomology experimental activities may be added into the curriculum when pre-service teachers assessed insect science fairs.

CERN Accelerator School: Registration open for Advanced Accelerator Physics course

CERN Multimedia

2015-01-01

Registration is now open for the CERN Accelerator School’s Advanced Accelerator Physics course to be held in Warsaw, Poland from 27 September to 9 October 2015.   The course will be of interest to physicists and engineers who wish to extend their knowledge of accelerator physics. The programme offers core lectures on accelerator physics in the mornings and a practical course with hands-on tuition in the afternoons.  Further information can be found at: http://cas.web.cern.ch/cas/Poland2015/Warsaw-advert.html http://indico.cern.ch/event/361988/

CERN Accelerator School: Registration open for Advanced Accelerator Physics course

CERN Multimedia

2015-01-01

Registration is now open for the CERN Accelerator School’s Advanced Accelerator Physics course to be held in Warsaw, Poland from 27 September to 9 October 2015.   The course will be of interest to physicists and engineers who wish to extend their knowledge of Accelerator Physics. The programme offers core lectures on accelerator physics in the mornings and a practical course with hands-on tuition in the afternoons.  Further information can be found at: http://cas.web.cern.ch/cas/Poland2015/Warsaw-advert.html http://indico.cern.ch/event/361988/

Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

Science.gov (United States)

Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

2014-01-01

Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

Ciclo Basico Polivalente (Basic Comprehensive Courses of Study).

Science.gov (United States)

Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1970

1970-01-01

This article discusses the creation of comprehensive secondary schools in Argentina to meet the diversified goals of the population in any given geographical region. The plan described here provides for the creation of several basic-study cycles within one school so that students may pursue courses in commercial, technical, and academic fields.…

The Role of Discussion Boards in Facilitating Communities of Inquiry: A Case of ICT and Sociology Courses at Zagreb School of Economics and Management

Science.gov (United States)

Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

2009-01-01

The study focuses on the use of technology to design an electronic learning community for students. The importance of social experience in education and social participation through communication is examined through discussion boards of two different freshmen courses offered at Zagreb School of Economics and Management (ZSEM). Effectiveness and…

Bible Study in Public Schools

Science.gov (United States)

Riede, Paul

2012-01-01

A growing number of teachers across the U.S. are comfortable using the Bible as a teaching tool. Public school courses involving study of the Bible have spread to at least 43 states, and at least seven state legislatures have approved laws encouraging some form of Bible study. High schools now offer elective courses on the Bible that adhere to a…

An Information Literacy Course for Doctoral Students: Information Resources and Tools for Research

Directory of Open Access Journals (Sweden)

Ann-Louise Paasio

2015-12-01

Full Text Available The purpose of this paper is to showcase the information literacy course for doctoral students called Information Resources and Tools for Research. Turku University Library organises this course in collaboration with the University of Turku Graduate School. The course, which was started in 2012, has been organised four times so far, twice in English and twice in Finnish. The course offers training to all doctoral Programs in all of the seven disciplines present at the University of Turku and doctoral candidates of the University. In our presentation we will describe the structure and contents of the course and share our experiences of the collaboration with the University of Turku Graduate School. In addition, we will describe how the information specialists of the Turku University Library have collaborated during the course. We will also discuss the challenges of the course. Based on the course feedback, it can be stated that in general, participants have found this course very useful for their research in the University of Turku.

Teaching Writing and Communication in a Mathematical Modeling Course

Science.gov (United States)

Linhart, Jean Marie

2014-01-01

Writing and communication are essential skills for success in the workplace or in graduate school, yet writing and communication are often the last thing that instructors think about incorporating into a mathematics course. A mathematical modeling course provides a natural environment for writing assignments. This article is an analysis of the…

Language Immersion in the Self-Study Mode E-Course

Science.gov (United States)

Sobolev, Olga

2016-01-01

This paper assesses the efficiency of the "Language Immersion e-Course" developed at the London School of Economics and Political Science (LSE) Language Centre. The new self-study revision e-course, promoting students' proficiency in spoken and aural Russian through autonomous learning, is based on the Michel Thomas method, and is…

NASE Training Courses in Astronomy for Teachers throughout the World

Science.gov (United States)

Ros, Rosa M.

2012-01-01

Network for Astronomy School Education, NASE, is a project that is organizing courses for teachers throughout the entire world. The main objective of the project is to prepare secondary and primary school teachers in astronomy. Students love to know more about astronomy and teachers have the opportunity to observe the sky that every school has…

Potential bias factors that affect the course evaluation of students in preclinical courses

Directory of Open Access Journals (Sweden)

Su Jin Chae

2017-06-01

Full Text Available Purpose We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05. The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.

Symposium 20 - PABMB: Teaching biochemistry in a connected world: Hands-on inquiry-based biochemistry courses for improving scientific literacy of school teachers and students

Directory of Open Access Journals (Sweden)

Andrea T. da Poian

2015-08-01

Full Text Available Wednesday – August 26th, 2015 - 3:30 to 5:30 pm – Room: Iguaçu II – 5th floorSymposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:In the last decades, Brazil has reached a prominent position in the world rank of scientific production. Despite this progress, the establishment of a scientific culture in Brazilian society is still challenging. Our group has been offering hands-on inquiry-based courses to primary and secondary students, which aim to introduce them to the scientific method and improve their interest in science. More recently, we started new initiatives focused on the improvement of the scientific literacy of school science teachers. Here we describe two intensive short-term courses designed in different formats. One consists in a discipline offered to a Master Program to school science teachers, in which the main objective was to work with core disciplinary concepts through an active teachers engagement in “doing science”. The discipline, named “Energy transformation in the living organisms”, intends to deal with the main Biochemistry subjects that take part of the high-school science curriculum, namely, fermentation, photosynthesis and cellular respiration processes. The other initiative was developed in Urucureá, a small community with about 600 residents, located on the banks of the River Arapiuns, in Amazonia region. We trained the local school teachers to act as tutors in the course offered to 40 students of the community, ages 10 to 17. The theme we chose to address was the properties and effects of snakes´ poisons, since poisoning events are a problem with which the local community frequently deal with. Another important point was that we adapted a number of experiments to make them feasible with very limited laboratory resources. Our results show that the activities that we have developed offer real opportunity of scientific training

The Consumer Protection Clinical Course at UCLA School of Law

Science.gov (United States)

Bergman, Paul

1978-01-01

The Consumer Protection clinical course, in which case supervision is provided by government agency personnel, is described. Implications are considered regarding the necessity and emphasis of a seminar component, and the usefulness of clinical courses in teaching substantive law as well as lawyering skills. (LBH)

Foundations in Science and Mathematics Program for Middle School and High School Students

Science.gov (United States)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students' Attitudes toward Inclusion of Disabled Children

Science.gov (United States)

Salem, Abdelbaky Arafa

2013-01-01

The present study aimed at identifying the attitudes of the teacher student towards including students with special needs with the ordinary ones. Also, to determine whether there are statistically significant differences between students who have studied the academic education course of children with special needs in the ordinary schools and the…

The Drift Chambers Handbook, introductory laboratory course (based on, and adapted from, A H Walenta's course notes)

International Nuclear Information System (INIS)

Ferreira, Ix-B GarcIa; Herrera, J GarcIa; Villasenor, L

2005-01-01

This handbook was written for the Drift Chambers introductory laboratory course to be held at 11th Mexican School of Particles and Fields that will be held at the Universidad Veracruzana on the campus of the University at Xalapa, Veracruz, Mexico. This course intends to introduce drift chambers, which play an important role in particle physics experiments as tracking detectors. We start such laboratory course with a brief review of the physics theoretical background. The experimental setup consists of a single-sided, single-cell drift chamber, a plastic scintillator detector, the standard P-10 gas mixture (90% Ar, 10% CH 4 ) and a collimated 90 Sr source. The measurements on the drift velocity of electrons, its change as a function of a drift field, gas gain and diffusion are performed at this laboratory course

National standards for high school psychology curricula.

Science.gov (United States)

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews.

Science.gov (United States)

Alexander, Andrew George; Deas, Deborah; Lyons, Paul Eric

2018-05-18

Imaging and its optimal use are imperative to the practice of medicine, yet many students don't receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students' interview traveling and radiology course

An analysis of high-performing science students' preparation for collegiate science courses

Science.gov (United States)

Walter, Karen

This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (pstudent GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

Alienation from School

Science.gov (United States)

Hascher, Tina; Hagenauer, Gerda

2010-01-01

Two studies aimed at understanding the time course of alienation from school and school factors that may influence alienation from school during early adolescence. In Study 1, 434 students from grade 5-8 participated (cross-sectional design). In Study 2, we followed 356 students from grade 6-7 (longitudinal design). The results confirm the…

Diversity in School: A Brazilian Educational Policy against Homophobia

Science.gov (United States)

Carrara, Sergio; Nascimento, Marcos; Duque, Aline; Tramontano, Lucas

2016-01-01

Diversity in School is a Brazilian initiative that seeks to increase understanding, recognition, respect, and value social and cultural differences through offering an e-learning course on gender, sexuality, and ethnic relations for teachers and school administrators in the public school system. The course and its objectives aim to enable staff…

The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

Science.gov (United States)

McLaughlin, Jacqueline E; Roth, Mary T; Glatt, Dylan M; Gharkholonarehe, Nastaran; Davidson, Christopher A; Griffin, LaToya M; Esserman, Denise A; Mumper, Russell J

2014-02-01

Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

Design a Solid Waste Management Course for Primary School focus on Reduce-Reuse-Recycle : Project: WastED – Export of Education, Waste Management - Target market: Vietnam

OpenAIRE

Pham, Linh

2014-01-01

This product-oriented Bachelor’s thesis looks at waste-management education in primary schools. The primary objective of the study was to design a basic wastemanagement course, concisely packed in a booklet, ready-to-use for teachers and trainers. The outcome of the thesis, the booklet (content of the course) is expected to be used as one of the materials for the WastED project – Export of Education in Waste Management. The study is made up of theory sections and a product design se...

Tracking Developmental Students into Their First College Level Mathematics Course

Science.gov (United States)

Waycaster, Pansy

2011-01-01

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…

The Keys to Success in Doctoral Studies: A Preimmersion Course.

Science.gov (United States)

Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

2016-01-01

This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in

[Is it Possible to Arouse Interest in a Career in Traumatology with a Curricular Course in Medical School?

Science.gov (United States)

Meder, A; Lammerding-Köppel, M; Zundel, S; Stöckle, U; Bahrs, C; Gonser, C

2016-12-01

Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology. Georg Thieme Verlag KG Stuttgart · New York.

An Economic Course for Elementary School Teachers. Second Revised Edition.

Science.gov (United States)

Lovell, Hugh; Harter, Charlotte

This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters,…

A Desktop Publishing Course: An Alternative to Internships for Rural Universities.

Science.gov (United States)

Flammia, Madelyn

1992-01-01

Suggests that a course in desktop publishing can provide students at rural schools with experience equivalent to internships. Notes that the course provided students with real-world experience and benefited the university in terms of services and public relations. (RS)

On the Development of Creativity and Cooperation Skills in Indigenous Elementary School Students During a LEGO Mindstorms NXT Course

Directory of Open Access Journals (Sweden)

Jenyi Chao

2013-06-01

Full Text Available The objective of the nine-year integrated curriculum in Taiwan is to cultivate the ten basic competencies of students. Nations around the world have also accentuated the importance of key competencies in citizens, and it is hoped that through education, civic literacy can be enhanced. Among the basic competencies, many nations value the abilities to use technology, to be creative, and cooperative. This study investigated the development of two abilities, creativity and cooperation, in indigenous students while they learned basic mechanical concepts in a LEGO Mindstorms NXT course, which comprised nine units, during the 2010-2011 school year. Indigenous Atayal culture and teaching strategies involving collaborative problem solving were integrated into the course. The participants were 24 third graders from an elementary school serving the Atayal Tribes of Nan-ao, Ilan County. Data was collected through pretests, posttests, and classroom observations. The findings of this study are as follows. (1 The scores of the pretests and posttests indicate that the basic mechanical concepts of the students improved significantly. (2 The results of the figural Torrance Tests of Creative Thinking showed that the students improved significantly in fluency, originality, elaboration, openness, and creative potential. (3 In learning, cooperating, and the division of labor, the students were able to perform their respective duties; in discussion, problem-solving, and presentation, they required some guidance from the teacher; in reflection, assessment, and summary, the students displayed high levels of interest and creative performance.

Reassessing the English Course Offered to Computer Engineering Students at the National School of Applied Sciences of Al-Hoceima in Morocco: An Action Research Project

Science.gov (United States)

Dahbi, M.

2015-01-01

In computer engineering education, specific English language practices are needed to enable computer engineering students to succeed in professional settings. This study was conducted for two purposes. First, it aimed at investigating to what extent the English courses offered to computer engineering students at the National School of Applied…

Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.

Science.gov (United States)

Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios

2016-02-01

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

Course of Study for Consumer Mathematics.

Science.gov (United States)

Montgomery County Public Schools, Rockville, MD.

Eleven units comprise this Consumer Mathematics course for secondary school students: Consumer Decision Making; Personal Transportation; Insurance; Credit; Banking; Investments; Income Taxes; Food, Clothing, Furniture, Appliances; Housing; Budgeting; and Travel. The introduction to the teaching guide for Consumer Mathematics includes a rationale…

CAS course on advanced accelerator physics in Trondheim, Norway

CERN Multimedia

CERN Accelerator School

2013-01-01

The CERN Accelerator School (CAS) and the Norwegian University of Science and Technology (NTNU) recently organised a course on advanced accelerator physics. The course was held in Trondheim, Norway, from 18 to 29 August 2013. Accommodation and lectures were at the Hotel Britannia and practical courses were held at the university.   The course's format included lectures in the mornings and practical courses in the afternoons. The lecture programme consisted of 32 lectures supplemented by discussion sessions, private study and tutorials. The practical courses provided "hands-on" experience in three topics: RF measurement techniques, beam instrumentation and diagnostics, and optics design and corrections. Participants selected one of the three courses and followed the chosen topic throughout the course. The programme concluded with seminars and a poster session.  70 students representing 21 nationalities were selected from over 90 applicants, with most participa...

Developing School Heads as Instructional Leaders in School-Based Assessment: Challenges and Next Steps

Science.gov (United States)

Lingam, Govinda Ishwar; Lingam, Narsamma

2016-01-01

The study explored challenges faced by school leaders in the Pacific nation of Solomon Islands in school-based assessment, and the adequacy of an assessment course to prepare them. A questionnaire including both open and closed-ended questions elicited relevant data from the school leaders. Modelling best practices in school-based assessment was…

Business Statistics Education: Content and Software in Undergraduate Business Statistics Courses.

Science.gov (United States)

Tabatabai, Manouchehr; Gamble, Ralph

1997-01-01

Survey responses from 204 of 500 business schools identified most often topics in business statistics I and II courses. The most popular software at both levels was Minitab. Most schools required both statistics I and II. (SK)

Elective course student sectioning at Danish high schools

DEFF Research Database (Denmark)

Kristiansen, Simon; Stidsen, Thomas Riis

2016-01-01

. This paper presents an Adaptive Large Neighborhood Search heuristic for the ESCC. The algorithm is applied to 80 real-life instances from Danish high schools and compared with solutions found by using the state-of-the-art MIP solver Gurobi. The algorithm has been implemented in the commercial product Lectio......, and is thereby available for approximately 200 high schools in Denmark....

Food Services and Hospitality for 10th, 11th, and 12th Grades. Course Outline.

Science.gov (United States)

Bucks County Technical School, Fairless Hills, PA.

The outline describes the food services and hospitality course offered to senior high school students at the Bucks County Technical School. Specifically, the course seeks to provide students with a workable knowledge of food services and foster in them a sense of personal pride for quality workmanship. In addition to a statement of the philosophy…

VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams

Science.gov (United States)

Center on Education Policy, 2010

2010-01-01

This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia…

Designing a Materials Development Course for EFL Student Teachers: Principles and Pitfalls

Science.gov (United States)

Bouckaert, Marina

2016-01-01

This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the…

CERN Accelerator School

International Nuclear Information System (INIS)

Anon.

1994-01-01

The CERN Accelerator School (CAS) recently held its Advanced Accelerator Physics course in Greece on the island of Rhodes. Complementing the general course in Finland last year, this course was organized together with the University of Athens and NCSR. Demokritos. Accelerator specialists from Europe, CIS, Japan and USA followed two weeks of ''state-of-theart'' lectures designed to complete their education in the field

Transitional clerkship: an experiential course based on workplace learning theory.

Science.gov (United States)

Chittenden, Eva H; Henry, Duncan; Saxena, Varun; Loeser, Helen; O'Sullivan, Patricia S

2009-07-01

Starting clerkships is anxiety provoking for medical students. To ease the transition from preclerkship to clerkship curricula, schools offer classroom-based courses which may not be the best model for preparing learners. Drawing from workplace learning theory, the authors developed a seven-day transitional clerkship (TC) in 2007 at the University of California, San Francisco School of Medicine in which students spent half of the course in the hospital, learning routines and logistics of the wards along with their roles and responsibilities as members of ward teams. Twice, they admitted and followed a patient into the next day as part of a shadow team that had no patient-care responsibilities. Dedicated preceptors gave feedback on oral presentations and patient write-ups. Satisfaction with the TC was higher than with the previous year's classroom-based course. TC students felt clearer about their roles and more confident in their abilities as third-year students compared with previous students. TC students continued to rate the transitional course highly after their first clinical rotation. Preceptors were enthusiastic about the course and expressed willingness to commit to future TC preceptorships. The transitional course models an approach to translating workplace learning theory into practice and demonstrates improved satisfaction, better understanding of roles, and increased confidence among new third-year students.

Examining Primary Pre-Service Teachers' Perspectives on Teaching Practice Courses

Science.gov (United States)

Basturk, Savas

2016-01-01

The courses "school experience" and "teaching practice" are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers'…

Teaching a Comprehensive Orofacial Pain Course in the Dental Curriculum.

Science.gov (United States)

Gonty, Arthur A.

1990-01-01

Two surveys about the teaching of orofacial pain in the dental curriculum are reported, and the comprehensive course taught at the University of Kentucky is described. The first survey was of 89 Kentucky course alumni. The second was of 57 dental schools concerning the status of their orofacial pain curricula. (MSE)

Benefits from Taking a Private Tutorial Course for Exam Preparation?

DEFF Research Database (Denmark)

la Cour, Lisbeth; Milhøj, Anders

course in order to perform well at the exam but still more than 50 % of a cohort signs up for the courses. Our data come from the administrative systems at Copenhagen Business School and they are merged with survey data on student satisfaction and tutorial participation. Based on simple regression...

Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

Directory of Open Access Journals (Sweden)

Michael J. Field

2011-06-01

Full Text Available The Australian Medical Council (AMC is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

A Development Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Automotive Mechanics and the Mattatuck Community College Automotive Technician Program. Final Report.

Science.gov (United States)

Mattatuck Community Coll., Waterbury, CT.

This document contains a developmental curriculum plan for an articulated curriculum in automotive mechanics for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum outline, a three-part automotive technician test,…

Moving to higher ground: Closing the high school science achievement gap

Science.gov (United States)

Mebane, Joyce Graham

The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

The Challenge of Educating Principals: Linking Course Content to Action

Science.gov (United States)

Ärlestig, Helene

2012-01-01

Effective integration of learning and practice continues to remain a challenge in leadership preparation. This paper describes a learning module used in a course within the Swedish National Principal Training Program and how it attempts to bridge learning with practice. In this course, each participant conducted a study in a school with the…

Content, Pedagogy, and Learning Outcomes in the International Marketing Course

Science.gov (United States)

Crittenden, Victoria L.; Wilson, Elizabeth J.

2005-01-01

The early internationalization of business school curricula was in response to corporate needs and expectations, and the Association to Advance Collegiate Schools of Business (AACSB International) fostered changes by instituting accreditation outcomes that focused upon international content in the curriculum. By the late 1990s, a course in…

Strudents egress course of course of Pedagogy, Education Child proof: where and where they work?

Directory of Open Access Journals (Sweden)

Caroline Silva

2003-01-01

Full Text Available This article points that the inclusion of veteran students of the Course of Pedagogy of UFSC the labor market and contribute to the debate on the formation and identity of (a education (a. This interest is justified because the current curriculum has undergone an overhaul in 1995, when the base became the common teaching of the initial grades of elementary school (1st to 4th series. In the last year is that students may choose the qualifications: Guidance Education, School Supervision, Special Education and Childhood Education (0 to 6 years. As a tool for data collection was a questionnaire prepared and sent to the graduates of the course and details of where they are working. The return of some questionnaires show that most professionals have experience in Child Rearing, but not all currently work in this area. The activity of these ex-students in other levels of education, especially in the initial series, the show that not all still working in the area in which they formed.

Clinical Teaching of Prosthodontics in Undergraduate Courses in a German Dental School: Patients, Visits, Efforts, and Incentives.

Science.gov (United States)

Huettig, Fabian; Behrend, Florian

2016-01-01

It is unknown what disadvantages are faced by patients deciding for a prosthodontic treatment by inexperienced students. Commonly, the related extra effort and time are compensated by cost reduction of treatment fees. Thereby, the dental schools subsidize treatments to teach clinical prosthodontics. The aim of this study was to clarify the benefits to patients as well as the efforts of the dental school. Data collected from three courses in a dental school in Germany were patient gender, age, occupation, zip code, number of visits, scope of treatment including costs, financial discount, and remaining copayment. Travel costs were calculated based on zip code. Balance of travel costs and treatment discount was defined as financial benefit. The results showed that 185 patients (95 male) aged 32 to 82 years (median=58) were treated with fixed restorations (FR, n=110), telescopic dentures (TD, n=87), complete dentures (CD, n=17), or other (RD, n=3). The mean number of visits was 11 for FR, 12 for TD, and 9 for CD. Single distance to the clinic ranged from 0.6 to 65 miles (median=12). Total costs of prosthodontics were reduced by 19% on average. The mean financial benefit was 429 USD (median=298, min=-482, max=4025). The financial benefits were found to differ widely, including additional expenditures of patients. Participation, travel burden, and copayment did not depend on age, gender, or occupation. The financial benefit was relativized because students needed at least twice the sessions of a dentist. As a result, the financial efforts of dental schools are significant and compromise a cost-covering education.

Developing Fully Online Pre-Service Music and Arts Education Courses

Science.gov (United States)

Lierse, Sharon

2015-01-01

Charles Darwin University (CDU) offers education courses for students who want to teach in Australian schools. The university is unique due to its geographic location, proximity to Asia and its high Indigenous population compared to the rest of the country. Many courses are offered fully online including music education for pre-service teachers.…

A Research Study Using the Delphi Method to Define Essential Competencies for a High School Game Art and Design Course Framework at the National Level

Science.gov (United States)

Mack, Nayo Corenus-Geneva

2011-01-01

This research study reports the findings of a Delphi study conducted to determine the essential competencies and objectives for a high school Game Art and Design course framework at the national level. The Delphi panel consisted of gaming, industry and educational experts from all over the world who were members of the International Game…

The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

Science.gov (United States)

Megert, Diann Ackerman

2005-01-01

This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

Evaluation of Life Sciences and Social Sciences Course Books in Term of Societal Sexuality

Science.gov (United States)

Aykac, Necdet

2012-01-01

This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

Schools or Students? Identifying High School Effects on Student Suspensions

Science.gov (United States)

Baker-Smith, E. Christine

2015-01-01

Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…

Predicting Performance in a First Engineering Calculus Course: Implications for Interventions

Science.gov (United States)

Hieb, Jeffrey L.; Lyle, Keith B.; Ralston, Patricia A. S.; Chariker, Julia

2015-01-01

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take "Engineering Analysis I," a calculus-based engineering analysis course. After the…

Profiling Sustainability Curriculum in AACSB Schools

Directory of Open Access Journals (Sweden)

Mukesh Srivastava

2014-04-01

Full Text Available This article describes the landscape of Sustainability Curriculum being used across the Association of Advance Collegiate Schools of Business (AACSB–accredited schools in the United States on the basis of a non-probabilistic sample (n = 119. Using hierarchical cluster analysis, four clusters were obtained based on sustainability-related courses in management, marketing, entrepreneurship, finance, accounting, information systems/information technology, strategy, globalization, communication, and miscellaneous. Cluster 1 had uniform dispersion on sustainability courses in all business courses except marketing. Clusters 2 and 4 were the largest ones with most sustainability courses in the management area, whereas, Cluster 3 had weak, but uniform, dispersion of sustainability courses in most business disciplines. Based on their characteristics and strength of dispersion among 10 business subject areas, these were labeled as Sustainability Prominent, Sustainability Moderate, Sustainability Meek, and Sustainability Quiescent.

Collaborative teaching of an integrated methods course

Directory of Open Access Journals (Sweden)

George Zhou

2011-03-01

Full Text Available With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors‟ and pre-service teachers‟ experiences with this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors, this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could be related to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.

PARTICLE BEAMS: Frontier course

Energy Technology Data Exchange (ETDEWEB)

Anon.

1987-01-15

Driven by the quest for higher energies and optimal physics conditions, the behaviour of particle beams in accelerators and storage rings is the subject of increasing attention. Thus the second course organized jointly by the US and CERN Accelerator Schools looked towards the frontiers of particle beam knowledge. The programme held at South Padre Island, Texas, from 23-29 October attracted 125 participants including some 35 from Europe.

PARTICLE BEAMS: Frontier course

International Nuclear Information System (INIS)

Anon.

1987-01-01

Driven by the quest for higher energies and optimal physics conditions, the behaviour of particle beams in accelerators and storage rings is the subject of increasing attention. Thus the second course organized jointly by the US and CERN Accelerator Schools looked towards the frontiers of particle beam knowledge. The programme held at South Padre Island, Texas, from 23-29 October attracted 125 participants including some 35 from Europe

Harvard Project Physics Newsletter 10. The Project Physics Course, Text.

Science.gov (United States)

Harvard Univ., Cambridge, MA. Harvard Project Physics.

A short description of the availability of Harvard Project Physics course components is given as is a discussion of the growth of the use of Project Physics in schools, including some enrollment data and survey results. Locations of the 1970 and 1971 Summer Institutes are listed. Adaptations of Project Physics course outside the United States are…

A Developmental Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Food Preparation and the Mattatuck Community College Hospitality/Food Services Program. Final Report.

Science.gov (United States)

Mattatuck Community Coll., Waterbury, CT.

This document contains a developmental curriculum plan for an articulated curriculum in hospitality/food service for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum area outline, 17 content area objectives, a…

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

Science.gov (United States)

Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

2009-12-01

Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new

PROGRAM NETWORK FOR CONTINUING EDUCATION TEACHER SPECIAL EDUCATION IN E-LEARNING INSTITUTION COURSE OF ASSISTIVE TECHNOLOGY

Directory of Open Access Journals (Sweden)

Danielle Aparecida Nascimento dos Santos

2012-12-01

Full Text Available We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA.The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special educationin public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.

Mini-Courses: Promoting Interdisciplinary Relationships, Creative Expression, and Social Skill Development.

Science.gov (United States)

Dunham, Diane

1995-01-01

Outlines a minicourse for the middle level, intended as a foundation for planning courses that meet the unique needs of each school and its students. The course, on the properties of silver, covers the curricular areas of science, social studies, language arts, math, creative arts, and vocational-career education. (HTH)

Designing a Holistic Experiential MBA Course for 21st Century Leaders

Science.gov (United States)

Dixon, Deirdre

2014-01-01

With the plethora of MBA leadership courses, schools are examining ways to differentiate their programs and to provide tangible learning outcomes. MBA graduates want the knowledge skills and ability to make them successful in their chosen fields of endeavor. This paper outlines one holistic experiential MBA leadership course that challenges the…

Community of Inquiry Development in a Blended Learning Course for In-Service Teachers

Science.gov (United States)

Theodosiadou, Dimitra; Konstantinidis, Angelos; Pappos, Christos; Papadopoulos, Nikos

2017-01-01

The paper presents the course design and evaluation methods of an online community of inquiry that is developed in a blended learning training course for in-service teachers working in public K-6 schools in Greece. The course content is about digital storytelling, its educational value, and the use of supportive web 2.0 tools for developing…

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

Science.gov (United States)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

Applying the Flipped Learning Model to an English-Medium Nursing Course.

Science.gov (United States)

Choi, Heeseung; Kim, Jeongeun; Bang, Kyung Sook; Park, Yeon Hwan; Lee, Nam Ju; Kim, Chanhee

2015-12-01

An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.

Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill

Science.gov (United States)

Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

2016-08-01

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.

Standards for the High School Psychology Course. ERIC Digest.

Science.gov (United States)

Morganett, L. Lee

The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…

A Management Development Course for Physicians

Science.gov (United States)

Plovnick, Mark S.; And Others

1977-01-01

Developed and tested by the Health Management Project at the MIT Sloan School of Management, this course was designed to provide a more accurate understanding of the relevance and usefulness of management education to physicians and to train physicians in some basic management skills. Its content and field tests are described. (LBH)

Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

Science.gov (United States)

Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

2014-01-01

Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the

Mitigations for Security Vulnerabilities Found in Control System Networks

Energy Technology Data Exchange (ETDEWEB)

Trent D. Nelson

2006-05-01

Industry is aware of the need for Control System (CS) security, but in on-site assessments, Idaho National Laboratory (INL) has observed that security procedures and devices are not consistently and effectively implemented. The Department of Homeland Security (DHS), National Cyber Security Division (NCSD), established the Control Systems Security Center (CSSC) at INL to help industry and government improve the security of the CSs used in the nation's critical infrastructures. One of the main CSSC objectives is to identify control system vulnerabilities and develop effective mitigations for them. This paper discusses common problems and vulnerabilities seen in on-site CS assessments and suggests mitigation strategies to provide asset owners with the information they need to better protect their systems from common security flows.

Assessing the Status of Entrepreneurship Education Courses in Higher Learning Institutions

Science.gov (United States)

Fulgence, Katherine

2015-01-01

Purpose: The purpose of this paper is to assess the status of entrepreneurship courses offered in education schools. It provides recommendations for how to address the existing challenges by developing entrepreneurship initiatives in education schools. Design/Methodology/Approach: A survey was circulated to the management of all education schools…

14 CFR Appendix A to Part 141 - Recreational Pilot Certification Course

Science.gov (United States)

2010-01-01

... rating for which the course applies. (b) Each student must demonstrate satisfactory proficiency prior to... (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES PILOT SCHOOLS Pt. 141, App. A Appendix A to Part 141.... A person must hold a student pilot certificate prior to enrolling in the flight portion of the...

The Effect of a History-based Course in Optics on Students' Views about Science.

Science.gov (United States)

Galili, Igal; Hazan, Amnon

2001-01-01

Describes an experimental course in optics for 10th grade high school students. The course incorporates those historical ideas, views, and conceptions that constituted the early understanding of light and vision. Presents a part of the course which assesses its impact on students' views about science and some related technological and cultural…

Pre-service Teacher Extraneous Cognitive Load in the Pedagogical Content and Knowledge of Solar System Course

Science.gov (United States)

Permana, I.; Redjeki, S.; Hamidah, I.; Safitri, N.

2017-09-01

This study reported the student’s Extraneous Cognitive Load (ECL) in the Pedagogical Content and Knowledge of solar system Course. Participants in the study were 31 pre-service elementary school teachers from the university in Bogor Indonesia. The data collected from ECL were obtained using a Likert 4-scale questionnaire and interview. After taking lectures, we asked for some mental effort from pre-service elementary school teachers to attend courses in order to assess the ECL. The courses include 3 topics and they were non-experimental worksheet, developing experimental worksheet using Vee Diagram framework, and analysis for curriculum by grade IV, V and VI. Results of the data analysis showed that the course strategy resulted by ECL was relatively low. The ECL increased in the course of curriculum analysis due to material complexity.

Designing appropriate blended courses: a students' perspective.

Science.gov (United States)

Tsai, Chia-Wen

2010-10-01

The computing education in Taiwan's vocational schools usually focuses on how to help students enhance their professional skills and pass certified examinations. In addition, due to national education policy and universities' regulations, pure online courses are not permitted in Taiwan. In order to design appropriate blended learning (BL) courses, the author explored the effects of web-mediated self-regulated learning (SRL) with variations in online class frequency on enhancing students' computing skills and their perspective of the blended courses. A total of 172 students, divided into four groups, participated in the experiment. The results showed that students in the SRL and BL group with five online classes had the highest scores for using a database management system (DBMS), and the highest pass rate on certified examinations. Students in this group also expressed their positive perspective on the arrangement of their blended course with the intervention of web-mediated SRL.

Creating and Diffusing a Technology Champion Course

Science.gov (United States)

Granitz, Neil; Hugstad, Paul

2004-01-01

Excitement has been generated for using Internet technology as a vehicle to further numerous educational objectives, including enhanced student learning, greater integration of business school functional areas, and increased job market relevance. This article discusses how the Introductory Internet Marketing course can be positioned as a…

Sixty-first Science Academies' Refresher Course in Experimental ...

Indian Academy of Sciences (India)

IAS Admin

A Refresher Course in Experimental Physics will be held at the Department of Physics, School of ... With the aid of a low cost kit developed by ... highly successful and the experiments have been included in 80 institutions including universities,.

Schoolchildren’s Creative Abilities Development in the Course of Poetry Study

Directory of Open Access Journals (Sweden)

Tat'yana V. Petrovskaya

2013-01-01

Full Text Available The article considers some methodological aspects of the development of creative abilities of schoolchildren in the course of poetry study in elementary and primary schools. The development of creative and imaginative abilities and tropology of junior schoolchildren along with reading and artworks analysis is disclosed. The types of perception of poetic texts by children are studied. The work of teacher in the classes of the "Poetics" course, using study guides for the lower school is presented.The analysis of the studied data enabled to examine the problem of schoolchildren’s creative abilities development more thoroughly and to identify the possible prospects.

Student Use of Mobile Devices in Course Evaluation: A Longitudinal Study

Science.gov (United States)

Champagne, Matthew V.

2013-01-01

A 2012 survey of higher education found that 27% of colleges and universities were "mobile ready", that is, allowing students to complete course evaluations via mobile devices, and 26% of schools planned to allow the use of mobile devices for course evaluations within the next year. The purpose of this study was to prepare for this…

International Supply Chain Management Courses: Semester-Long versus Study-Abroad Formats

Science.gov (United States)

Drake, Matthew J.; Luchs, Ryan J.; Mawhinney, John R.

2015-01-01

Short-term study-abroad programs are gaining in popularity at business schools around the United States. We discuss the innovative 4-week program we have developed at Duquesne University where we offer two three-credit, required business core courses. In particular, we focus on the structure of a 2-week core supply chain management course. By…

ESSEA On-Line Courses and the WestEd Eisenhower Regional Consortium (WERC)

Science.gov (United States)

Rognier, E.

2001-12-01

The WestEd Eisenhower Regional Consortium (WERC) is in its second year of offering two Earth Systems Science On-line Graduate courses from IGES - one for High School teachers, and one for Middle School teachers. These high-quality courses support WERC's commitment to "supporting increased scientific and mathematical literacy among our nation's youth through services and other support aimed at enhancing the efforts of those who provide K-12 science and mathematics education." WERC has been able to use its EdGateway online community network to offer these courses to environmental education and science teachers nationwide. Through partnerships with the North American Association for Environmental Education (NAAEE), the National Environmental Education Advancement Project (NEEAP), and other regional, state and local science and environmental education organizations, WERC has a broad reach in connecting with science educators nationwide. WERC manages several state and national listservs, which enable us to reach thousands of educators with information about the courses. EdGateway also provides a private online community in which we offer the courses. WERC partners with two Master Teachers from Utah, who facilitate the courses, and with the Center for Science and Mathematics Education at Weber State University, who provides low-cost graduate credit for the courses. Our students have included classroom teachers from upper elementary through high school, community college science teachers, and environmental science center staff who provide inservice for teachers. Educators from Hawaii to New Jersey have provided diverse personal experiences of Earth Systems Science events, and add richness to the online discussions. Two Earth Science Experts, Dr. Rick Ford from Weber State University, and Dr. Art Sussman from WestEd also contribute to the high caliber of learning the students experience in the courses. (Dr. Sussman's book, Dr. Art's Guide to Planet Earth, is used as one of

System Expertise Training Courses in Private Sector: Can They Be Given Online?

Science.gov (United States)

Balci Demirci, Birim

2014-01-01

It is widely known that there are many schools in the private sector offering courses in Computer Technology, Computer Engineering, Information Systems and similar disciplines in addition to Universities presenting such courses. The private sector programs are extremely popular with students already studying at university as well as being of great…

Science, Technology, and Society: Some Philosophical Reflections on a Grade 11 Course.

Science.gov (United States)

Gardner, Paul L.

1993-01-01

Speculates on factors that may influence the lack of status of a "Science and Technology" course for grade 11 in British Columbia. Suggests that Aristotelian conceptions of the superiority of pure science over practical knowledge affect the status of school subjects. Questions the course's portrayal of the nature of technology and…

Stages on Life's Way: Adolescents' Implicit Theories of the Life Course.

Science.gov (United States)

Greene, A. L.; And Others

1992-01-01

High school and college students (n=160) described their beliefs about the life course and the adulthood transition. College students described older ages of occurrence for leaving home, beginning full-time employment, marriage, and parenthood than did high school students. For both groups, however, marriage and parenthood were thought to occur at…

Inspiring the Next Generation of Scientists: Building on 52 Years of Tradition in Diatom Research with Open-Source, Web-Based Collaboration Tools and Online Resources in a Field Course for High School Students

Science.gov (United States)

Howard, K. L.; Lee, S. S.

2015-12-01

Open-source, web-based forums and online resources can be used to develop a collaborative, active-learning approach for engaging and training students in the scientific process. We used the Diatoms of the United States website as an online resource for diatom taxonomy and developed a Google+ class community to serve as a platform for high school students to learn about research in diatom taxonomy, community ecology and diatom applications to the earth sciences. Ecology and Systematics of Diatoms is a field course that has been taught at the undergraduate and graduate levels at the Iowa Lakeside Lab field station for 52 years, beginning with the Diatom Clinic in 1963. Freshwater diatom education at Lakeside Lab has since evolved into a foundational training course attracting budding diatomists from all over the world, and has grown to include a week-long course for high school students. Successful since 2012, the high school course is now offered for college credit (University of Iowa), and covers methods of diatom specimen collection and preparation, microscopy, identification of diatom genera, diatom ecology, applications of diatom research, and an introduction to data analysis incorporating multivariate statistics (ordination) using the R statistical program, as well as primary scientific literature. During the 2015 course, students contributed to a Google+ class community where they posted images, data, and questions. The web-based platform allowed students to easily share information and to give and receive feedback from both peers and instructors. Students collaborated via the Google+ community and used the Diatoms of the United States website to develop a taxonomic reference for a field-based group research project, simulating how an actual diatom research program would develop a region or project-specific flora harmonized across analysts. Students investigated the taxonomy and ecology of diatom epiphytes on the green alga Cladophora from the littoral zone of

Particle physics: a new course for schools and colleges

International Nuclear Information System (INIS)

Swinbank, Elizabeth

1992-01-01

Some questions relating to the introduction of particle physics into post-GCSE courses are considered. A new project that is producing teacher and student materials to support teaching particle physics at this level is described. (author)

How Should the Scope and Content of Marketing Law Courses be Determined?

OpenAIRE

Ayse Tulin Yuruk

2007-01-01

For a long time there have been marketing law or similarly named courses in business school programs in the USA, which are designed to give marketing students the legal knowledge they need. Collaborative studies by scholars, professional institutions and marketing professionals resulted in workshop reports and discussions regarding the courses, their textbooks and content. These reports have been published and presented to the public. Despite the fact that thereis a similar course named marke...

ORGANIZING PROSPECTIVE PRIMARY SCHOOL TEACHERS’ INDEPENDENT WORK IN THE COURSE OF “FINE ARTS WITH METHODOLOGY”

Directory of Open Access Journals (Sweden)

Oleksandr Plakhotskyi

2016-04-01

Full Text Available This article is devoted to the actual problem of modern art education - organization of independent artwork of seekers of higher education in the prospective primary school teachers’ professional training. The authors note that the independent work is one of the most important components of the educational process, which involves the integration of different types of individual and collective educational activities conducted as in the classroom, extracurricular classes, without a teacher, and under his direct leadership. The authors point out that mastering the skills of independent work intensifies future specialist’s cognitive activity, facilitates searching scientific and methodological information, makes mastering of educational material more conscious, encourages self-development and self-study. Analysing the scientific exploration of modern educators and psychologists on the organization of independent work, the author determines the optimal forms and methods of students’ independent activity in the course "Fine Arts with Teaching Methodology." Particular attention is paid to methodological support of students' independent work with thematic module "Decorative painting", which contains forms and instructional techniques of teaching Petrykivska painting. The authors emphasize that one of the important conditions for successful primary school teachers’ fine arts training, developing their artistic abilities during the tasks of independent work is the individual approach, the choice of methods, techniques, learning pace, depending on students’ individual characteristics and interests.

Characteristics of health education among secondary schools--School Health Education Profiles, 1996.

Science.gov (United States)

Grunbaum, J A; Kann, L; Williams, B I; Kinchen, S A; Collins, J L; Kolbe, L J

1998-09-11

School health education (e.g., classroom training) is an essential component of school health programs; such education promotes the health of youth and improves overall public health. February-May 1996. The School Health Education Profiles monitor characteristics of health education in middle or junior high schools and senior high schools. The Profiles are school-based surveys conducted by state and local education agencies. This report summarizes results from 35 state surveys and 13 local surveys conducted among representative samples of school principals and lead health education teachers. The lead health education teacher is the person who coordinates health education policies and programs within a middle or junior high school and senior high school. During the study period, almost all schools in states and cities required health education in grades 6-12; of these, a median of 87.6% of states and 75.8% of cities taught a separate health education course. The median percentage of schools that tried to increase student knowledge on certain topics (i.e., prevention of tobacco use, alcohol and other drug use, pregnancy, human immunodeficiency virus [HIV] infection, other sexually transmitted diseases, violence, or suicide; dietary behaviors and nutrition; and physical activity and fitness) was > 72% for each of these topics. The median percentage of schools that tried to improve certain student skills (i.e., communication, decision making, goal setting, resisting social pressures, nonviolent conflict resolution, stress management, and analysis of media messages) was > 69% for each of these skills. The median percentage of schools that had a health education teacher coordinate health education was 33.0% across states and 26.8% across cities. Almost all schools taught HIV education as part of a required health education course (state median: 94.3%; local median: 98.1%), and more than half (state median: 69.5%; local median: 82.5%) had a written policy on HIV infection

IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS

Directory of Open Access Journals (Sweden)

Mykola Solovey

2017-07-01

Full Text Available The article describes the organizational components of the teacher training courses at the Khmelnytsky Regional In-Service Teacher Training Institute. According to the Law of Ukraine “On Professional Development” the state policy in this area aims at the process of continuous professional development and creates conditions for teacher to learn at training courses once every five years. The Law of Ukraine "On Education" declares that the professional development is the duty and the rate of life of teachers. Formation of the number of trainees, the quality of the scientific and pedagogical staff, the content of training, planning and documentation, resources and economic support are the basis for organizing in-service courses. The formation of a contingent of trainees consists of several stages: 1 previous research and prediction of the quantitative composition of trainees; 2 specification of indicators of the actual number of trainees; 3 approval of the actual number of trainees, and the schedule for the next year's courses; 4 an analysis of the implementation of the plan of courses. Every year more than six thousand teachers study at the courses. In accordance with the schedule of training, students are spread across departments. Lecture sessions, practical sessions, trainings are carried out by the scientific staff of the departments, methodologists and teachers of practice. Educational programs are built on the basis of qualification characteristics, state requirements for the content of education in secondary school, the wishes of teachers. The overall structure of the programs corresponds to the recommendations of the Ministry of Education and Science of Ukraine. The variable part is developed in accordance with the pedagogical specialties and considering the recommendations of the departments and methodologists. Based on the content of educational programs, the general structure of the curriculum is developed. The institute has

Completing Algebra II in High School: Does It Increase College Access and Success?

Science.gov (United States)

Kim, Jeongeun; Kim, Jiyun; DesJardins, Stephen L.; McCall, Brian P.

2015-01-01

Noting the benefits of mathematics in students' future educational attainment and labor market success, there is considerable interest in high school requirements in terms of course-taking in mathematics at the national, state, and school district level. Previous research indicates that taking advanced math courses in high school leads to positive…

A community-based, interdisciplinary rehabilitation engineering course.

Science.gov (United States)

Lundy, Mary; Aceros, Juan

2016-08-01

A novel, community-based course was created through collaboration between the School of Engineering and the Physical Therapy program at the University of North Florida. This course offers a hands-on, interdisciplinary training experience for undergraduate engineering students through team-based design projects where engineering students are partnered with physical therapy students. Students learn the process of design, fabrication and testing of low-tech and high-tech rehabilitation technology for children with disabilities, and are exposed to a clinical experience under the guidance of licensed therapists. This course was taught in two consecutive years and pre-test/post-test data evaluating the impact of this interprofessional education experience on the students is presented using the Public Service Motivation Scale, Civic Actions Scale, Civic Attitudes Scale, and the Interprofessional Socialization and Valuing Scale.

Construction of nerve guide conduits from cellulose/soy protein composite membranes combined with Schwann cells and pyrroloquinoline quinone for the repair of peripheral nerve defect.

Science.gov (United States)

Luo, Lihua; Gan, Li; Liu, Yongming; Tian, Weiqun; Tong, Zan; Wang, Xiong; Huselstein, Celine; Chen, Yun

2015-02-20

Regeneration and functional reconstruction of peripheral nerve defects remained a significant clinical challenge. Nerve guide conduits, with seed cells or neurotrophic factors (NTFs), had been widely used to improve the repair and regeneration of injured peripheral nerve. Pyrroloquinoline quinone (PQQ) was an antioxidant that can stimulate nerve growth factors (NGFs) synthesis and accelerate the Schwann cells (SCs) proliferation and growth. In present study, three kinds of nerve guide conduits were constructed: one from cellulose/SPI hollow tube (CSC), another from CSC combined with SCs (CSSC), and the third one from CSSC combined with PQQ (CSSPC), respectively. And then they were applied to bridge and repair the sciatic nerve defect in rats, using autograft as control. Effects of different nerve guide conduits on the nerve regeneration were comparatively evaluated by general analysis, sciatic function index (SFI) and histological analysis (HE and TEM). Newly-formed regenerative nerve fibers were observed and running through the transparent nerve guide conduits 12 weeks after surgery. SFI results indicated that the reconstruction of motor function in CSSPC group was better than that in CSSC and CSC groups. HE images from the cross-sections and longitudinal-sections of the harvested regenerative nerve indicated that regenerative nerve fibers had been formed and accompanied with new blood vessels and matrix materials in the conduits. TEM images also showed that lots of fresh myelinated and non-myelinated nerve fibers had been formed. Parts of vacuolar, swollen and abnormal axons occurred in CSC and CSSC groups, while the vacuolization and swell of axons was the least serious in CSSPC group. These results indicated that CSSPC group had the most ability to repair and reconstruct the nerve structure and functions due to the comprehensive contributions from hollow CSC tube, SCs and PQQ. As a result, the CSSPC may have the potential for the applications as nerve guide

Factors influencing students' performance in a Brazilian dental school.

Science.gov (United States)

Silva, Erica Tatiane da; Nunes, Maria de Fátima; Queiroz, Maria Goretti; Leles, Cláudio R

2010-01-01

Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (pstudent's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R(2)=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.

Using ESSEA Modules, Local Event Studies and Personal Learning Experiences in an Earth Systems Science Course for Preservice Middle School Teachers

Science.gov (United States)

Slattery, W.; Brown, D.

2008-12-01

Most science courses, including courses that provide preparation for pre-service K-12 teachers are only taught from a deductive big picture perspective. This method is fine for most abstract learners, but pre- service classroom educators that are being prepared to teach in middle school classrooms will be faced with the challenge of building science content knowledge in students that are concrete learners. For these K-12 students a better pedagogical practice is to use local real-world familiar places, issues and personal experience to connect student learning with more abstract concepts. To make it more likely that teachers have the requisite skills and pedagogical content knowledge to build K- 12 student science concept knowledge and science process skills we have integrated ESSEA modules that connect worldwide issues such as global climate change with local event studies chosen by learners. Some recent examples include how such local events such as landfill fires and suburban sprawl impact the local area's air, land, water and life. Course participants are able to choose a more personal route to understanding how their habits impact the global environment by participating in a three week learning experience called the Lifestyle Project. This experience asks students to incrementally reduce their use of heating or air-conditioning, the amount of waste going to landfills, to conserve electricity, drive less and eat less energy intensively. Pre-post content assessments indicate that students in this course scored significantly higher on post course content assessments and reported that by engaging in personal experience to global scale learning experiences they have a new appreciation for how personal choices impact the global environment and how to use local artifacts and issues to enhance K-12 student learning.

NATO Advanced Study Institute on Physical Processes in Laser-Materials Interaction, which was the 9th course of the Europhysics School of Quantum Electronics

CERN Document Server

1983-01-01

It is a pleasure to write a few words as an introduction to the proceedings of the 1980 NATO ASI on "Physical Processes in Laser­ Naterial Interaction." This ASI is the ninth course of a series devoted to lasers and their applications, held under the responsibility of the Quantum Electronics Division of the European Physical Society, and for this reason known as the "Europhysics School of Quantum Electronics." Since 1971 the School has been operating with the joint direc­ tion of myself as representative of the academic research, and Dr. D. Roess (formerly with Siemens AEG, Munich, and now with Sick, Optik und Electronik, GmbH, Munich) for the industrial applications. Indeed the aim of the School is to alternate fundamental and applied frontier topics in the area of quantum electronics and modern optics, in order to introduce young research people from universities and industrial R&D laboratories to the new aspects of research opened by the laser.

CAS course on Plasma Wake Acceleration

CERN Multimedia

CERN Accelerator School

2015-01-01

The CERN Accelerator School (CAS) recently organised a specialised course on Plasma Wake Acceleration, held at CERN, Geneva, Switzerland, from 23 to 29 November 2014.    Following a number of introductory lectures on laser and plasma physics, as well as an overview of conventional accelerators and their limitations, the course covered a large number of aspects of plasma wake acceleration schemes: the creation of plasma by high power lasers or particle beams, a description of the plasma creation process through simulations and the characteristics of the accelerated particle beams, including results of the latest achievements. Lectures on beam diagnostics, the applications of plasma accelerated beams, and topical seminars completed the programme.  The course was very successful, with 109 students of 26 nationalities attending; most participants coming from European counties, but also from the US, Israel, India, South Korea, Russia and Ukraine. Feedback from the participants was...

The effectiveness of an e-learning course on medication calculation in nursing students: a clustered quasi-experimental study.

Science.gov (United States)

Van Lancker, Aurélie; Baldewijns, Katleen; Verhaeghe, Rik; Robays, Hugo; Buyle, Franky; Colman, Roos; Van Hecke, Ann

2016-09-01

To evaluate the effectiveness of an e-learning course compared with a face-to-face lecture on medication calculation. The current knowledge on medication calculation of nursing students and nurses is insufficient to provide safe care. A stratified-clustered quasi-experimental study. A random selection of nursing schools were allocated to the e-learning course (intervention group) (seven schools; 189 students) or face-to-face lecture (control group) (six schools, 222 students). Students in both groups completed a validated medication calculation test (maximum score: 16) prior to the course (T0), immediately after the course (T1) and 3 months later (T2). A linear mixed model was used for data analysis. Medication calculation skills improved significantly more by the face-to-face lecture than e-learning course. Students in both groups significantly improved in medication calculation skills immediately after the course (T1) and 3 months later. The results flattened at T2 with a significant decline in the intervention group between T1 and T2 and a non-significant decline in the control group. Based on a subgroup analysis, improvement in medication calculation skills at T2 could only be observed in vocational-level (sub degree) nursing students receiving a face-to-face course. Both medication calculation courses had a positive effect on medication calculation skills. Students receiving traditional face-to-face lecture improved significantly more than the students receiving the e-learning course. © 2016 John Wiley & Sons Ltd.

Educating the future public health workforce: do schools of public health teach students about the private sector?

Science.gov (United States)

Rutkow, Lainie; Traub, Arielle; Howard, Rachel; Frattaroli, Shannon

2013-01-01

Recent surveys indicate that approximately 40% of graduates from schools of public health are employed within the private sector or have an employer charged with regulating the private sector. These data suggest that schools of public health should provide curricular opportunities for their students--the future public health workforce--to learn about the relationship between the private sector and the public's health. To identify opportunities for graduate students in schools of public health to select course work that educates them about the relationship between the private sector and public health. We systematically identified and analyzed data gathered from publicly available course titles and descriptions on the Web sites of accredited schools of public health. Data were collected in the United States. The sample consisted of accredited schools of public health. Descriptions of the number and types of courses that schools of public health offer about the private sector and identification of how course descriptions frame the private sector relative to public health. We identified 104 unique courses with content about the private sector's relationship to public health. More than 75% of accredited schools of public health offered at least 1 such course. Nearly 25% of identified courses focused exclusively on the health insurance industry. Qualitative analysis of the data revealed 5 frames used to describe the private sector, including its role as a stakeholder in the policy process. Schools of public health face a curricular gap, with relatively few course offerings that teach students about the relationship between the private sector and the public's health. By developing new courses or revising existing ones, schools of public health can expose the future public health workforce to the varied ways public health professionals interact with the private sector, and potentially influence students' career paths.

Starting a New Technology Course?: An Opportunity to Develop Student Technological Literacy

Science.gov (United States)

Moye, Johnny J.

2008-01-01

Starting a new course can be intimidating, especially if the person is the first to teach it in his or her school district. A teacher must take many things into consideration when constructing the content for a new course. The primary focus should be on the development of student technological literacy. The International Technology Education…

Can We Use Facebook Groups to Establish Social Presence in Online Courses?

Science.gov (United States)

Izmirli, Serkan

2017-01-01

In this research, the potential of Facebook groups used in an online course in order to establish social presence was examined. Qualitative research methodology was used in this study. The participants of the study were 12 senior undergraduate students taking the School Experience course online over a period of 12 weeks. A Facebook group where…

Early Experience with a Health Promotion Course for Pharmacy Students in Indonesia

Science.gov (United States)

Kristina, Susi Ari; Yulianto, Yulianto; Prabandari, Yayi Suryo

2018-01-01

Objective: To implement a new health promotion course as part of pharmacy public health practices and to identify pharmacy students' knowledge, perceived role and self-efficacy with respect to what was learned through this. Method: A total of 119 fifth-year pharmacy students undertook a new health promotion course in a pharmacy school in…

The Benefits of High School Career and Technical Education (CTE) for Youth With Learning Disabilities.

Science.gov (United States)

Wagner, Mary M; Newman, Lynn A; Javitz, Harold S

2016-11-01

Using data from the National Longitudinal Transition Study-2 (NLTS2), this study examines the career and technical education (CTE) course taking of high school students with learning disabilities (LD) in the context of the national movement toward higher standards for determining whether students leave high school "college and career ready." Descriptive analyses document the extent of general education CTE course taking overall by students with LD and their engagement in a concentrated program of occupationally specific general education CTE, a level of course taking early research has linked to improved post-high school employment outcomes. Propensity score modeling was used to determine whether either type of CTE course taking is related to higher odds of full-time employment after high school and whether results differ with the length of time youth were out of high school. Results show no benefits of CTE course taking overall, but demonstrate a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post-high school years; effects are nonsignificant for later years. The implications for high school programming and transition planning for students with LD are discussed. © Hammill Institute on Disabilities 2015.

General Physicians’ Viewpoints Towards Nutrition Course in the Medical School: a Cross-Sectional Study

Directory of Open Access Journals (Sweden)

Ebrahim Fallahi

2009-02-01

Full Text Available Background and Purpose: Although nutrition has a very important role in individual and society’s health and disease, it has not yet received proper attention in the medical curricula. The objective of this study is to assess the opinions of general physician who worked at private offices in Khorramabadcity about nutrition course in Iranian medical schools.Methods: In this cross-sectional study the data were collected by posting a self-administrated questionnaire to all GPs who worked at private offices in Khorramabad city of Lorestan province in 2005. Participants were asked to state their opinions about each topic considering the following issues: the appropriate phase for introduction of the topic (in basic sciences, pathophysiology, or clinical training; need for learning it (low, moderate, high; and the time devoted to instruction of that topic (inadequate, appropriate, or excessive.GPs opinions were also surveyed to determinetheir reference for the topics not included in current nutrition course. Study data were processed by SPSS version 11 software and analyzed using descriptive and Chi-square statistics with a level of significance of less than 0.05. Results Most of participants believed that clinical teaching periods (clerkship and internship are the appropriate stage for teaching disease- related or clinical aspects of nutrition. They also valued most of the topics listed in the questionnaire as important learning needs as well as 15 new nutrition topicsConclusions: Our results clearly indicate that there is a need to include clinical nutritional topics in the clinical training of medical students. New topics such as nutritional consideration in hypelipidemia, and heart disease should also be included in the nutrition education of physicians.Key words: NUTRITION EDUCATION, MEDICAL CURRICULUM. GENERAL PHYSICIANt 

Do differentials in the support and advice available at UK schools and colleges influence candidate performance in the medical school admissions interview? A survey of direct school leaver applicants to a UK medical school.

Science.gov (United States)

Lambe, Paul; Waters, Catherine; Bristow, David

2013-09-01

To our knowledge, nothing is known about whether differentials in support and advice during preparation for the interview influence candidate performance and thereby contribute to bias in selection for medical school. To assess if differences in advice and support with preparation for the medical school admissions interview given type of school last attended influence interview score achieved by direct school leaver applicants to study on an undergraduate UK medical degree course. Confidential self-completed on-line questionnaire survey. Interview performance was positively related to whether a teacher, tutor or career advisors at the School or College last attended had advised a respondent to prepare for the interview, had advised about the various styles of medical interview used and the types of questions asked, and what resources were available to help in preparation. Respondents from Private/Independent schools were more likely than those from State schools to have received such advice and support. Differentials in access to advice on and support with preparation for the medical school interview may advantage some candidates over others. This inequity would likely be ameliorated by the provision of an authoritative and comprehensive guide to applying to medical school outlining admission requirements and the preparation strategy applicants should use in order to best meet those requirements. The guide could be disseminated to the Principals of all UK schools and colleges and freely available electronic versions signposted in medical school prospectuses and the course descriptor on the Universities and Colleges Admissions Service.

The Interdisciplinary Course in the Legal Aspects of Noise Pollution at Columbia University.

Science.gov (United States)

Harris, Cyril M.; Rosenthal, Albert J.

1981-01-01

A course in the legal aspects of noise pollution, cross-listed for students in Columbia University's Law and Engineering Schools, is described. Although noise is used as the major source of environmental pollution in this course, the principles and methodology discussed apply to other forms of environmental law. (MLW)

Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

Science.gov (United States)

Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich

2017-01-01

Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…

The Alternative Worldview of State Religious High Schools in Israel.

Science.gov (United States)

Ayalon, Hanna; Yogev, Abraham

1996-01-01

Analysis of school records of over 19,000 Israeli 12th graders revealed that secular and religious public high schools displayed different patterns of ethnic and gender inequality in distribution of students to higher-level humanities and science courses. Differing patterns of course taking are seemingly related to different views concerning the…

A Course in Earth System Science: Developed for Teachers by Teachers

Science.gov (United States)

Wong, K.; Read, K.; Charlevoix, D.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

ESES 202 is a new general education course in physical science at the University of Illinois's School of Earth, Society and Environment, designed for pre-service K-8 teachers. The goal of the course is to help future classroom teachers become confident with teaching earth science content. The designers of this course include a faculty expert in earth system science, a pre-service teacher and a former middle school science teacher. The goal of the in the curriculum design was to utilize the unique perspectives and experiences of our team. Our poster will highlight the unique nature of the curriculum development outlining the challenges and successes of designing the course. The general format of the class will be a combination of discussions, hands on experiences, and opportunities for students to design their own lessons. Class meetings will be once per week in a three-hour block, allowing students to immediately transfer new content knowledge into classroom activities. The end goal is that they can use these same activities with their students once they are practicing teachers. The content of the course shall be taught using an earth systems approach by showing the relationships among the four spheres: biosphere, hydrosphere, atmospheric, and anthrosphere. There are five units in the course: Introduction to Earth Systems, Carbon Cycle, Water Quality, El Niño and Climate Change. In addition to the science portion of the course, students will spend time reflecting on the classroom activities from the perspective of future educators. Activities will be presented at a late elementary school level; however, time will be devoted to discussing methods to adapt the lesson to different grade levels and differentiation needs within a classroom. Additionally, students in this course will be instructed on how to utilize a multitude of resources from stream tables to science education databases to prepare them for the dynamic nature of the classroom. By the end of the class

Discriminant Analysis of Essay, Mathematics/Science Type of Essay, College Scholastic Ability Test, and Grade Point Average as Predictors of Acceptance to a Pre-med Course at a Korean Medical School

OpenAIRE

Geum-Hee Jeong

2008-01-01

A discriminant analysis was conducted to investigate how an essay, a mathematics/science type of essay, a college scholastic ability test, and grade point average affect acceptance to a pre-med course at a Korean medical school. Subjects included 122 and 385 applicants for, respectively, early and regular admission to a medical school in Korea. The early admission examination was conducted in October 2007, and the regular admission examination was conducted in January 2008. The analysis of ea...

How Brazil turned one public health school into 40

OpenAIRE

2007-01-01

Brazil built its public health education system through the work of the renowned Oswaldo Cruz Foundation, which established courses across the whole country. The courses eventually became the core curriculum for small schools and now Brazil boasts 40 schools of public health. Foundation President Paulo Buss argues that there are ways that resource-poor countries can improve their public health education.

English Language for Teachers (EL4T): a course for EFL teachers

OpenAIRE

Shrestha, Prithvi

2013-01-01

This paper reports on the design and implementation of EL4T in a large-scale project. EL4T is a self-study mobile technology-based ESP course designed to enhance Bangladeshi school English language teachers’ English language skills and pedagogical practices. Key implications of developing this course for ESP in EFL contexts will be presented.

Preventing School Employee Sexual Misconduct: An Outcome Survey Analysis of Making Right Choices.

Science.gov (United States)

Lipson, Glenn; Grant, Billie-Jo; Mueller, Jessica; Sonnich, Steve

2018-05-30

This treatment-only study examines the impact of Making Right Choices, an online course prevention program designed to promote the knowledge, awareness, and prevention of school employee sexual misconduct. The sample included 13,007 school employee participants who took the Making Right Choices course between May 6, 2011, and March 12, 2017, in California and New York. The 20-item measure, Preventing Misconduct Assessment, was administered to participants at the end of the online course; completion of the measure was voluntary. Descriptive statistics revealed that a large majority of participants reported increasing their knowledge and awareness of school employee sexual misconduct because of their participation in the Making Right Choices online course. This study yields important findings regarding the impact of a sexual misconduct prevention program and, specifically, the difference it may make for non-licensed school employees. These findings indicate that school employees are accepting of sexual misconduct training programs and rate them as having value.

Socratic dialogs and clicker use in an upper-division mechanics course

Science.gov (United States)

Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

2012-02-01

The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

Cooperative Business Education - 7725 (Reinforcing Knowledge of Grammar): Department 48 - Course 7725.08.

Science.gov (United States)

Dade County Public Schools, Miami, FL.

The essential elements of grammar required to write business letters, memorandums, and reports are covered in this quinmester course. The course consists of a complete grammar review and the learning of proofreading skills for students in the Cooperative Business Education program in Dade County High Schools. Instruction techniques include group…

An Undergraduate Survey Course on Asynchronous Sequential Logic, Ladder Logic, and Fuzzy Logic

Science.gov (United States)

Foster, D. L.

2012-01-01

For a basic foundation in computer engineering, universities traditionally teach synchronous sequential circuit design, using discrete gates or field programmable gate arrays, and a microcomputers course that includes basic I/O processing. These courses, though critical, expose students to only a small subset of tools. At co-op schools like…

“Opening” a New Kind of School: The Story of the Open High School of Utah

Directory of Open Access Journals (Sweden)

DeLaina Tonks

2013-03-01

Full Text Available The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of which are operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes or pandemics (e.g., avian flu or H1N1, the availability of open online content is of critical importance.

School Development in Practice. A Competence Development Model for Enhancing Transfer?

DEFF Research Database (Denmark)

Aarkrog, Vibe

of four one day courses and in between the four courses the schools should accomplish developmental work at the school, supported by a team of consultants. Consequently, SIP is expected to enhance transfer of knowledge into actions. Based on a description of SIP and the paper highlights some challenges...

Development of Polytechnic Knowledge and Abilities in the Course of Studying Physics

Science.gov (United States)

Imashev, Gizatulla; Abykanova, Bakytgul T.; Rakhmetova, Mairagul T.; Tumysheva, Anar A.; Moldasheva, Raushan N.; Ilyasova, Sandugash S.; Shahimova, Aliya A.

2016-01-01

In this article one of aspects of physics course studying improvement at high schools--the problem of the development of polytechnic knowledge and abilities in modern conditions--is revealed. In this research, the role and place of polytechnic education in the improvement of teaching physics at high schools are revealed, the main pedagogical…

RIKEN SCHOOL ON QCD TOPICS ON THE PROTON

International Nuclear Information System (INIS)

ENYO, H.; HAYAKAWA, M.; KAWAI, H.; SAITO, N.; SHIBATA, T.A.; TADA, T.; WATANABE, Y.; YAZAKI, K.

2003-01-01

The RIKEN School on QCD titled ''Topics on the Proton'' was held on March 26th, 2003 at the Nishina Memorial Hall of RIKEN, Wako, Saitama, Japan, sponsored by REEN (the Institute of Physical and Chemical Research). The school was the third of a new series with a broad perspective of hadron and nuclear physics. The organization and the size of the school were a little different from those of the previous ones. Prof. John Ellis, known as the world best theorist in particle and nuclear physics, has been appointed in RIKEN as an Eminent Scientist, which enables us to plan a collaboration with him for coming three years. As the first year activity, we asked him to give a keynote talk in the JPS spring meeting focusing on the structure of proton, and also to give lectures in RIKEN for younger Japanese scientists on the subjects related the structure of the proton. He kindly agreed on both and we then decided to have a one-day school by supplementing his course with a course on experimental aspects of the proton structure. One of us (N.S.) agreed to give the latter. This time, Theoretical Physics Laboratory joined Radiation Laboratory to organize the school. The purpose of the school was to offer young researchers an opportunity to learn theoretical aspects of the proton structure with a broad perspective including supersymmetry and the related experimental aspects. We had a theoretical course consisting of 3 one-hour lectures by Prof. Ellis and a experimental course consisting of 2 one-hour lectures by Prof. Saito

Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

Science.gov (United States)

Middlesex Community Coll., Middletown, CT.

Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…

Dual Campus High School

Directory of Open Access Journals (Sweden)

Carmen P. Mombourquette

2013-04-01

Full Text Available September 2010 witnessed the opening of the first complete dual campus high school in Alberta. Catholic Central High School, which had been in existence since 1967 in one building, now offered courses to students on two campuses. The “dual campus” philosophy was adopted so as to ensure maximum program flexibility for students. The philosophy, however, was destined to affect student engagement and staff efficacy as the change in organizational structure, campus locations, and course availability was dramatic. Changing school organizational structure also had the potential of affecting student achievement. A mixed-methods study utilizing engagement surveys, efficacy scales, and interviews with students and teachers was used to ascertain the degree of impact. The results of the study showed that minimal impact occurred to levels of student engagement, minor negative impact to staff efficacy, and a slight increase to student achievement results.

[The inclusion of the subject safety in the school curriculum;checking the validity of the hypothesis in schools in three provinces].

Science.gov (United States)

Prestigiacomo, Claudio; Catarinozzi, Elena; Rossi, Marina; Piccari, Ines; Battaglia, Valentina; Monaco, Edoardo

2014-01-01

According to Italian Legislative Decree no. 81/2008, workplace safety will have to be introduced in school and university curricula. The main objectives of this study of the Italian Ministry of Labour were to verify knowledge about workplace safety among primary and secondary school students and evaluate the effectiveness of a training course in improving students' knowledge. Three provinces with an above average workforce/injuries ratio (with respect to the national average) were identified. An evaluation questionnaire was administered to students in the three provinces. Students then attended training courses about workplace safety and were then administered the same questionnaire. Primary school students improved by an average of 35.5%, middle school students by 33.3%, high school students by 18.6%. Results suggests that the training intervention was effective.

Difficulties encountered by the teachers in fifth grade applications of mathematics course

Directory of Open Access Journals (Sweden)

Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

Student Performance in Mathematics: Should We Be Concerned? Evidence from a Retail Course

Science.gov (United States)

Enderson, Mary C.; Mann, Manveer

2018-01-01

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence…

SERC school in experimental high energy physics: selected lectures from the first and second school. V. 2

International Nuclear Information System (INIS)

Acharya, B.S.; Ganguli, S.N.

1998-08-01

The Science and Engineering Council (SERC) of the Department of Science and Technology (DST) has approved three schools to be organised in the area of Experimental High Energy Physics in 5-year period. In the first two schools, a series of lecture courses and practical courses in model experiments and software experiments were offered. The topics covered include accelerators, particle detectors, collider physics, physics of large hadron collider (LHC), structure of proton and nuclei, quark gluon plasma (QGP), kinematics and phase space. The papers relevant to INIS are indexed separately

SERC school in experimental high energy physics: selected lectures from the first and second school. V. 1

International Nuclear Information System (INIS)

Acharya, B.S.; Ganguli, S.N.

1998-08-01

The Science and Engineering Council (SERC) of the Department of Science and Technology (DST) has approved three schools to be organised in the area of Experimental High Energy Physics in 5-year period. In the first two schools, a series of lecture courses and practical courses in model experiments and software experiments were offered. The topics covered include accelerators, collider physics, physics of large hadron collider (LHC), structure of proton and nuclei, quark gluon plasma (QGP), kinematics and phase space. The papers relevant to INIS are indexed separately

Relationships between the Physical Education Course Sportsmanship Behaviors with Tendency to Violence and Empathetic Ability

Science.gov (United States)

Koc, Yakup

2017-01-01

The aim of this study is to examine relationship between the physical education course sportsmanship behaviors, tendency to violence, and empathetic ability for elementary school students. The sample of study consists of randomly selected 919 elementary school students attending state schools in the province of Erzincan in 2013-2014 academic year.…

Proposal for the International Atomic Energy Agency Training Course

International Nuclear Information System (INIS)

McCarthy, T.L.

1994-06-01

The Hanford Site has hosted similar activities, including both Hanford Summits I and II. The Hanford Summits were two-day televised events to discuss the commitment of the current Presidential administration to the environmental restoration of the Hanford Site. Public involvement and strategic issues established from Hanford Summit I include: Regulatory issues, training and education, economic development and partnership, and technology transfer. Hanford Summit II provided a summary of how Secretary of Energy O'Leary is proceeding on the above strategic issues. The DOE and Westinghouse School for Environmental Excellence frequently offers a six-week course for environmental professionals and workers. Approximately thirty to forty individuals attend the training course, which provides training in environmental regulation compliance. The Hanford Site has hosted two previous International Atomic Energy Agency training courses. The courses lasted two weeks and had approximately eight to ten participants. Nuclear Material Management and Neutron Monitoring were the courses hosted by the Hanford Site

A Study of Placement and Grade Prediction in First College Mathematics Courses

Science.gov (United States)

Madison, Bernard L.; Linde, Cassandra S.; Decker, Blake R.; Rigsby, E. Myron; Dingman, Shannon W.; Stegman, Charles E.

2015-01-01

A college mathematics placement test with 25 basic algebra items and 15 calculus readiness items was administered to 1572 high school seniors, and first college mathematics course grades were obtained for 319 of these students. Test results indicated that more than two thirds of the high school graduates were not college ready, and the test…

Teachers' and students' reactions to the Revised Nuffield A-Level Physics Course (RNAP)

Science.gov (United States)

Sela, David

1990-07-01

A battery of questionnaires and interviews with teachers and students experienced in RNAP, produced statistical data on many aspects of the course that leads to some guidelines and suggestions for better use of the course design and materials. The patterns described in this article relate to the responses of almost 200 teachers and about 100 students who were teaching and studying RNAP course during school year 1987/8. Though many of them criticised some aspects of the course, generally they were very enthusiastic about it and most of the information they gave us was accurate and reliable. The A-level physics teachers can choose either a `traditional' course or RNAP. We found that most of them don't like to change from one course to another. In the few cases it was done, the reasons generally were like `changing of school', `decreasing number of A-level physics students' or similar reasons. Most of RNAP teachers were keen about the course, its objectives and the way it prepares the students toward higher education as physicists or in other areas. Though pointing out its weaknesses, when comparing it with a `traditional' course, they stress much upon its advantages. We found a tendency to favour the course for the able student than for the weak or the average one. There was more than a feeling among teachers that the less motivated student can better succeed in a `traditional' course. This feeling became even stronger along the interviews where some teachers pointed out the high proportion of the selective schools doing RNAP, which made it more difficult (according to their feeling) for the average student to get an A or B grade. In some of the teachers' opinions RNAP is less suitable for girls who prefer a more `straightforward' course. It is interesting to point out that more than 50% of the students found the course more difficult than they expected it to be. Only 5% found it to be easier than they had suggested. Another point to think about is that almost one

Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

Science.gov (United States)

Hoepner, Cynthia Colon

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

Business Students Flock to Courses on Electronic Commerce.

Science.gov (United States)

Mangan, Katherine S.

1999-01-01

Business schools across the country are specializing in electronic commerce, in which teams of students create online businesses available on the Internet only to participating institutions. The courses offer students an opportunity to see how an online retailing business is conducted, including creating and maintaining Web sites, advertising…

Measuring Course Competencies in a School of Business: The Use of Standardized Curriculum and Rubrics

Science.gov (United States)

Gibson, Jane Whitney

2011-01-01

This paper examines the growing emphasis on measurement of course competencies by individual college students through two course examples, an undergraduate course in managing change and conflict and a graduate course in human resource management. The author explains how standardized curriculum and assignment rubrics are being used to measure…

Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

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Amanatidis, Nikolaos

2015-01-01

To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

A Phenomenological Study of the Impact of the South Carolina U.S. History End of Course Exam on High School Teachers' Perceptions of Autonomy and Self-Efficacy

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Whitmore, Debra Ann

2017-01-01

The purpose of this phenomenological qualitative study was to describe the impact of the South Carolina U.S. History End of Course Exam (EOCE) on teachers' perceptions of autonomy and self-efficacy for high school U.S. History teachers in the Midlands region of South Carolina. The theory guiding this study was Bandura's (1994) theory of…

Competitive Intelligence for MBA Students: Credit Courses

OpenAIRE

Kirkwood, Hal P, Jr

2016-01-01

Poster was presented at the Business & Finance Division Poster Session at the Special Libraries Association Annual Conference in Philadelphia, PA, 2016. Focus of the poster is on the credit-level courses taught by Prof Hal Kirkwood to MBA students in the Krannert Graduate School of Management on the topics of international business research and an introduction to competitive intelligence.

SNAB: A New Advanced Level Biology Course

Science.gov (United States)

Reiss, Michael J.

2005-01-01

Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…

Design And Delivery Of Online Courses In YCMOU

Directory of Open Access Journals (Sweden)

Chetana H. KAMLASKAR

2015-04-01

Full Text Available The School of Science and Technology of ‘Yashwantrao Chavan Maharashtra Open University (YCMOU’ has proposed to offer ‘Web Based Live Teaching Learning Support’ from 'real' teacher, with ‘Live Virtual Online Class (LVOC’ integrated with ‘Learning Management System (LMS’ for all courses of all programmes on offer. In the first phase, school has started LVOC for total ten courses in from Feb 2014. This web-based system is designed to provide an opportunity to: Ø maximize interaction, discussion and spontaneous exchanges with ‘real’ teacher during live virtual class Ø present quality learning material to individual to suit his/her learning styles, interests, needs, and at their own pace. Further, LVOC is integrated with LMSs to present a set of features designed to provide an effective continuous assessment. The strategies adopted to provide learning support with guidance at every step of the way is elaborated here. In the next phase, school is planning to launch ‘Online Certificate Course’ for which all planned LVOC are already developed. As Learning is a collaborative process, authors have suggested additional strategies to be incorporated by ‘real teacher’ to offer ‘Online Course’. This will help to ensure better quality and to develop confidence, comfort, and experience in online teaching.

Emotional intelligence predicts success in medical school.

Science.gov (United States)

Libbrecht, Nele; Lievens, Filip; Carette, Bernd; Côté, Stéphane

2014-02-01

Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of "bedside manners" in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next 3 years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems. PsycINFO Database Record (c) 2014 APA, all rights reserved.

It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

Science.gov (United States)

Smith, Mary E.

The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

Attitude of Pharmacy Students Towards a Nutrition Course

Science.gov (United States)

Syed Abdul, Majid Mufaqam

Today's pharmacists are likely to encounter questions about nutritional products sold in the pharmacy. This is due, in part, to the increased number of pharmacies attached to grocery stores and the availability of pharmacists. Many pharmacists report they lack nutritional knowledge and believe the best time to educate pharmacists about nutrition is during pharmacy school. This study was conducted to determine if today's pharmacy students receive education in nutrition and if they realize the importance of nutrition education. Two hundred and twenty five students from India and ninety five students from the United States currently attending pharmacy school were surveyed. Results showed only 3.5% of students from India and 13.6% of students from the United States received nutrition education during their pharmacy degree curriculum. In addition, 81.8% of students from India and 82.9% of students from the United States who had taken a course in nutrition believed a nutrition course should be incorporated into the pharmacy degree curriculum. When pharmacy-related experience was taken into account, 92.9% of students from India and 73.3% of students from the United States also believed a nutrition course should be incorporated into the pharmacy degree curriculum. Overall, 88% of students from India and 70.5% of students from the United States believed nutrition education was important and should be included in the pharmacy degree curriculum. Results of this study suggest the majority of today's pharmacy students believe a nutrition course should be incorporated into the pharmacy degree curriculum regardless of past nutrition education or pharmacy-related experience.

Implementation of Assurance of Learning Plans: An Accounting Program and Individual Course Analysis

Science.gov (United States)

Christensen, Anne L.; Judd, Andrew J.; Nichols, Nancy B.

2011-01-01

The authors surveyed faculty at AACSB-accredited schools regarding the learning goals and measures for their accounting programs as well as course objectives for the introductory tax course. They found over 50% of respondents were still developing their learning goals and measures and only 18% of respondents had completed 2 or more rounds of…

A Modified Approach to the Introductory Economics Course in a School of Business

Science.gov (United States)

Crockett, G. V.

1977-01-01

Describes course format, materials development, and evaluation of an introductory economics course which stressed problem solving techniques and conceptual skills instead of rote memorization of factual content. For journal availability, see SO 506 029. (AV)

Full steam ahead for the CERN Accelerator School

CERN Multimedia

2003-01-01

The CERN Accelerator School (CAS), now in its 20th year, has a new head, Daniel Brandt. Here he talks to the Bulletin about the most recent school, which was held in collaboration with the Paul Scherrer Institute (PSI), and about the school's future. The CERN Accelerator School has been running since 1983. It holds training courses for accelerator physicists and engineers twice a year, with a pattern of introductory, intermediate and specialised courses. The courses, which take place in different Member States, consist of a programme of lectures and tutorials spread over a period of one or two weeks. Participants come from Member States and other countries world-wide. This year, CAS has a new head, Daniel Brandt, who has taken over from Ted Wilson. Brandt, an accelerator physicist, has been at CERN since 1981, working on aspects of LEP from the early days of design, and throughout most of its operation. More recently his responsibilities have included the LHC Heavy Ions Programme (Heavy Ions in the LHC). Th...

Medical Spanish in U.S. Colleges and Schools of Pharmacy

Directory of Open Access Journals (Sweden)

Geoffrey A Mospan

2016-09-01

Full Text Available Objective: To determine characteristics of Medical Spanish education provided to pharmacy students in schools and colleges of pharmacy in the United States. Methods: A survey of U.S. pharmacy schools and colleges was performed to determine availability of Medical Spanish in pharmacy curriculum, course(s containing Medical Spanish education, and characteristics of Medical Spanish courses. Additional follow-up questions were asked if a school did not offer Medical Spanish. Results: 61 out of 138 institutions completed the survey (response rate = 44%. 36% (22/61 of respondents reported Medical Spanish education was offered in their curriculum. The most common barrier to offering a Medical Spanish course included a lack of personnel to teach the course (n=21, 54% or no room in the curriculum (n=15, 38%. Conclusion: While there is a limited number of institutions that provide Medical Spanish education to their pharmacy students, results of this survey provide a basic description of Medical Spanish education in schools and colleges of pharmacy in the United States. Data obtained from this survey can be used to refine or initiate Medical Spanish courses, including the teaching and assessment methods used. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties   Type: Original Research

High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

Science.gov (United States)

Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

2012-01-01

In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

School Cafeteria Operations: Separating Myth from Reality

Science.gov (United States)

Weeks, Richard

2011-01-01

School officials often assume that the food service director or management company should be the one concerned with the cafeteria program's management details. But of course that's not the case. Cafeteria operations affect the school business bottom line, so they indeed fall under the purview of school business officials. Not only should school…

The School for Nuclear Engineering is 25 years old: Where teachers go to school

International Nuclear Information System (INIS)

Knapp, W.

1986-01-01

For a quarter of a century the School for Nuclear Engineering at the Karlsruhe Nuclear Research Centre has provided further education in all areas of nuclear engineering. The courses are attended by all kinds of people: school teachers, shift managers in nuclear power stations and engineers from the Third World, for example. (orig.) [de

Systemic depletion of L-cyst(e)ine with cyst(e)inase increases reactive oxygen species and suppresses tumor growth.

Science.gov (United States)

Cramer, Shira L; Saha, Achinto; Liu, Jinyun; Tadi, Surendar; Tiziani, Stefano; Yan, Wupeng; Triplett, Kendra; Lamb, Candice; Alters, Susan E; Rowlinson, Scott; Zhang, Yan Jessie; Keating, Michael J; Huang, Peng; DiGiovanni, John; Georgiou, George; Stone, Everett

2017-01-01

Cancer cells experience higher oxidative stress from reactive oxygen species (ROS) than do non-malignant cells because of genetic alterations and abnormal growth; as a result, maintenance of the antioxidant glutathione (GSH) is essential for their survival and proliferation. Under conditions of elevated ROS, endogenous L-cysteine (L-Cys) production is insufficient for GSH synthesis. This necessitates uptake of L-Cys that is predominantly in its disulfide form, L-cystine (CSSC), via the xCT(-) transporter. We show that administration of an engineered and pharmacologically optimized human cyst(e)inase enzyme mediates sustained depletion of the extracellular L-Cys and CSSC pool in mice and non-human primates. Treatment with this enzyme selectively causes cell cycle arrest and death in cancer cells due to depletion of intracellular GSH and ensuing elevated ROS; yet this treatment results in no apparent toxicities in mice even after months of continuous treatment. Cyst(e)inase suppressed the growth of prostate carcinoma allografts, reduced tumor growth in both prostate and breast cancer xenografts and doubled the median survival time of TCL1-Tg:p53 -/- mice, which develop disease resembling human chronic lymphocytic leukemia. It was observed that enzyme-mediated depletion of the serum L-Cys and CSSC pool suppresses the growth of multiple tumors, yet is very well tolerated for prolonged periods, suggesting that cyst(e)inase represents a safe and effective therapeutic modality for inactivating antioxidant cellular responses in a wide range of malignancies.

MIT Orients Course Materials Online to K-12

Science.gov (United States)

Cavanagh, Sean

2008-01-01

Many science and mathematics educators across the country are taking advantage of a Web site created by the Massachusetts Institute of Technology (MIT), the famed research university located in Cambridge, Massachusetts, which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources…

Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation

Directory of Open Access Journals (Sweden)

Ryan C. Svoboda

2016-08-01

Full Text Available High school students from lower–socioeconomic status (SES backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students’ and parents’ future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students.

Ropajes: Sewing and Fashion Design Courses

Directory of Open Access Journals (Sweden)

Carlos J. Lebrón Cajigas

2014-11-01

Full Text Available Vilma Martínez is an entrepreneur from Puerto Rico that started a sewing school that kept growing and expanding into related courses and businesses. Those businesses reach several industries such as education, fashion, and entertainment. Besides having to deal with the management of the marketing, operations, human resources, and other functions, she also had to face problems that are particular to family businesses and to new businesses. Even though the economic environment in PR and the industry environment were very difficult, there were also social and demographic factors that helped her sewing school segment to experience significant growth. The growth of the sewing school was also due to the advertising, pricing, and other marketing activities implemented and that kept evolving over time from constant experimentation. Many strategic issues are presented, including relocation, larger facilities, accreditation, and the hiring of non-family employees.

Explore: An Action to Bring Science and Technology Closer to Secondary School

Science.gov (United States)

Torras-Melenchon, Nuria; Grau, M. Dolors; Font-Soldevila, Josep; Freixas, Josep

2015-01-01

This paper presents the experience of an initiative, the EXPLORE courses, designed to bring science and technology closer to secondary school. The EXPLORE courses, organised by "EXPLORATORI: Natural Resources" project, are particularly addressed to secondary school teachers and are conducted at Catalonia (North East of Spain). The main…

RIKEN SCHOOL ON QCD TOPICS ON THE PROTON.

Energy Technology Data Exchange (ETDEWEB)

En' yo, H.; Kawai, H.; Saito, N.; Shibata, T. A.; Tada, T.; Watanabe, Y.; Yazaki, K.

2003-10-01

The RIKEN School on QCD titled ''Topics on the Proton'' was held on March 26th, 2003 at the Nishina Memorial Hall of RIKEN, Wako, Saitama, Japan, sponsored by REEN (the Institute of Physical and Chemical Research). The school was the third of a new series with a broad perspective of hadron and nuclear physics. The organization and the size of the school were a little different from those of the previous ones. Prof. John Ellis, known as the world best theorist in particle and nuclear physics, has been appointed in RIKEN as an Eminent Scientist, which enables us to plan a collaboration with him for coming three years. As the first year activity, we asked him to give a keynote talk in the JPS spring meeting focusing on the structure of proton, and also to give lectures in RIKEN for younger Japanese scientists on the subjects related the structure of the proton. He kindly agreed on both and we then decided to have a one-day school by supplementing his course with a course on experimental aspects of the proton structure. One of us (N.S.) agreed to give the latter. This time, Theoretical Physics Laboratory joined Radiation Laboratory to organize the school. The purpose of the school was to offer young researchers an opportunity to learn theoretical aspects of the proton structure with a broad perspective including supersymmetry and the related experimental aspects. We had a theoretical course consisting of 3 one-hour lectures by Prof. Ellis and a experimental course consisting of 2 one-hour lectures by Prof. Saito.

Evolving Roles For Teaching Assistants In Introductory Courses

Science.gov (United States)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence from the Wake County Public School System

Science.gov (United States)

Dougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C.

2015-01-01

Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based…

Profile of laboratory instruction in secondary school level chemistry and indication for reform

Science.gov (United States)

Wang, Mei

This study is a profile of the laboratory component of instruction in secondary school level chemistry. As one of several companion studies, the purpose of the study is to investigate present practices related to instruction as a means of producing reform that improve cognitive and non-cognitive learning outcomes. Five hundred-forty students, from 18 chemistry classes taught by 12 teachers in ten high schools were involved in this study. Three schools included public and private schools, urban school, suburban schools, and rural schools. Three levels or types of chemistry courses were offered in these schools: school regular chemistry for college bound students, Chemistry in the Community or "ChemCom" for non-college bound students, and a second year of chemistry or advanced placement chemistry. Laboratory sessions in each of these three levels of courses were observed, videotaped, and later analyzed using the Modified Revised Science Teachers Behaviors Inventory (MR-STBI). The 12 chemistry teachers, eight science supervisors, and selected students were interviewed to determine their professional backgrounds and other factors that might influence how they teach, how they think, and how they learn. The following conclusions developed from the research are: (1) The three levels of chemistry courses are offered across high schools of varying sizes and locations. (2) Teachers perceive that students come to chemistry classes poorly prepared to effectively carry out laboratory experiences and/or investigations. (3) While students indicated that they are able to effectively use math skills in analyzing the results of chemistry laboratory experiments, teachers, in general, are not satisfied with the level at which students are prepared to use these skills, or to use writing skills. (4) Students working in pairs, is the typical approach. Group cooperation is sometimes used in carrying out the laboratory component of chemistry instruction in the ChemCom and AP chemistry

Participation in an experiential education professional development course: An analysis of the teacher experience

Science.gov (United States)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to

Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

Science.gov (United States)

Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

2008-10-01

The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

Charting an Alternate Pathway to Reaction Orders and Rate Laws in Introductory Chemistry Courses

Science.gov (United States)

Rushton, Gregory T.; Criswell, Brett A.; McAllister, Nicole D.; Polizzi, Samuel J.; Moore, Lamesha A.; Pierre, Michelle S.

2014-01-01

Reaction kinetics is an axiomatic topic in chemistry that is often addressed as early as the high school course and serves as the foundation for more sophisticated conversations in college-level organic, physical, and biological chemistry courses. Despite the fundamental nature of reaction kinetics, students can struggle with transforming their…

A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers

Science.gov (United States)

Artzt, Alice F.; Sultan, Alan; Curcio, Frances R.; Gurl, Theresa

2012-01-01

This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

A Case Study of a High School Fab Lab

Science.gov (United States)

Lacy, Jennifer E.

This dissertation examines making and design-based STEM education in a formal makerspace. It focuses on how the design and implementation of a Fab Lab learning environment and curriculum affect how instructors and students see themselves engaging in science, and how the Fab Lab relates to the social sorting practices that already take place at North High School. While there is research examining design-based STEM education in informal and formal learning environments, we know little about how K-12 teachers define STEM in making activities when no university or museum partnership exists. This study sought to help fill this gap in the research literature. This case study of a formal makerspace followed instructors and students in one introductory Fab Lab course for one semester. Additional observations of an introductory woodworking course helped build the case and set it into the school context, and provided supplementary material to better understand the similarities and differences between the Fab Lab course and a more traditional design-based learning course. Using evidence from observational field notes, participant interviews, course materials, and student work, I found that the North Fab Lab relies on artifacts and rhetoric symbolic of science and STEM to set itself apart from other design-based courses at North High School. Secondly, the North Fab Lab instructors and students were unable to explain how what they were doing in the Fab Lab was science, and instead relied on vague and unsupported claims related to interdisciplinary STEM practices and dated descriptions of science. Lastly, the design and implementation of the Fab Lab learning environment and curriculum and its separation from North High School's low tech, design-based courses effectively reinforced social sorting practices and cultural assumptions about student work and intelligence.

CHARACTERIZATION OF DANSYLATED CYSTEINE, GLUTATHIONE DISULFIDE, CYSTEINE AND CYSTINE BY NARROW BORE LIQUID CHROMATOGRAPHY/ELECTROSPRAY IONIZATION MASS SPECTROMETRY

Science.gov (United States)

A method using reversed phase high performance liquid chromatography/electrospray ionization-mass spectrometric (RP-LC/ESI-MS) method has been developed to confirm the identity of dansylated derivatives of cysteine and glutathione, and their respective dimers. Cysteine, GSH, CSSC...

The Arithmetic Project Course for Teachers - 8. Topic: Lower Brackets and Upper Brackets. Supplement: Arithmetic With Frames.

Science.gov (United States)

Education Development Center, Inc., Newton, MA.

This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being…

Basic entwinements: unassuming analogue inserts in basic digital modeling (courses)

DEFF Research Database (Denmark)

Wiesner, Thomas

2012-01-01

Ubiquitous, basic digital modelling tools are currently deployed with relative ease in architecture schools during the course of first year studies. While these first architectural projects essays sometimes communicate matter with already quite impressive professional outlooks, a certain disparit...

The Effect of Creative Drama on Student Achievement in the Course of Information Technologies

Science.gov (United States)

Özek, Müzeyyen Bulut

2016-01-01

The purpose of this study is to determine the effect of creative drama on student achievement in the Information Technologies course. The study was carried out for the unit "Tomorrow's Technology" which is the first unit of Information Technologies course. For this study, 89 sixth grade students were selected from primary school in…

Can We Teach Parenting in Our Schools?

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Noddings, Nel

2014-01-01

The quality of parenting is a crucial factor in children's school success, and yet the schools teach almost nothing about parenting. This essay suggests ways in which we can teach about parenting without risking indoctrination or adding special courses.

High School Astronomical Research at the Army and Navy Academy

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Boyce, Pat; Boyce, Grady

2016-06-01

Establishment of a high school astronomy and research program is a difficult task to accomplish in an environment of state mandated high school educational curricula and the task saturation for many teachers today created by their class room and administrative requirements. This environment is most challenging for public schools. The astronomy program we will describe seems to be better suited at least at the present time for private or specialized schools. We will outline how a broad astronomy program was developed over two years at the Army and Navy Academy (ANA), a private boarding school in Carlsbad, California. Starting with no astronomy program in 2013, the Academy now has an astronomy club, a University of California a-g certified two semester high school course, and a college accredited astronomy research seminar with over 20 published high school authors.At ANA the development followed this path: finding a strong proponent at the school who can make actionable decisions; building interest and perceived value to other staff and faculty members; establishing an astronomy club to generate student interest and future student leaders; and designing the a-g certified high school course including the course length, structure and balance of teaching elements. Building on these foundations, the college level astronomy research seminar was then added to provide an avenue for inspired students to undertake actual research and publication of their work in scientific journals in their free time for college credit.Creating a sustainable program with supporting infrastructure comes next. Success with the three foundation steps builds confidence in the program with faculty and staff. Published, tangible successes highlight the value and enable advanced placement and scholarship opportunities for graduates. These successes build enthusiasm. The further keys to sustainability include addressing course credit, instructor compensation and rewards, and integration into the

Instructor and course evaluation based on student-identified criteria.

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Jackson, M O

1977-02-01

Students have come to school for an education and it is their right to evaluate the quality of the education they are receiving. They should not have to demand or even ask for the privilege of saying what they think. Instructors should be providing the opportunity for evaluation by requesting that information from the students. No value judgment can be totally objective, but an instrument composed of mutually agreed upon statements should encourage the greatest possible degree of objectivity. Using one accepted form throughout the school, all students would be considering the same characteristics and traits for every instructor and course evaluated. Each instructor would receive similar information about personal performance and about the course presented. Students would be free to talk to the faculty or to add comments if they so desired; but, a questionnaire used in every course would allow and even encourage responses from every student enrolled. Faculty responsibility would not end with the preparation and implementation of an evaluation instrument. Instructors would have to let the students know their opinions are important and will be considered in curricular and instructional decisions. Faculty and students would be communicating and hopefully fulfilling the needs of and responsibilities to each other.

Improving Performance in a Second Year Chemistry Course: An ...

African Journals Online (AJOL)

NJD

Improving Performance in a Second Year Chemistry. Course: An Evaluation of a Tutorial Scheme on the. Learning of Chemistry. Bette Davidowitza* and Marissa Rollnickb**. aDepartment of Chemistry, University of Cape Town, South Africa. bSchool of Education, University of Witwatersrand, South Africa. Received 11 ...

Successful Engagement of Undergraduate Information Technology Management Students in a Compulsory Course in Ethical Issues in IT in a Large Class Environment

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Grant, Candace T.

2010-01-01

The inclusion of ethics in business school programs including those focusing on business and Information Technology is seen as an increasingly important issue in curriculum design. This paper describes the planning, development and delivery of such a course in a large IT focused business school. It discusses both course content and teaching…

Examining the Contribution of Physical Education and Sports Courses in the Secondary School to the Sportsmanship Behaviours in Terms of Some Variables

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Serkan HACICAFEROĞLU

2015-08-01

Full Text Available This study was carried out in order to determine the contribution of the physical education and sports classes in the secondary school to the sportsmanship behaviours in terms of some variables. The population of the study, which was carried out using a general screening model, consists of students from the government - dependent secondary schools in the county, of Malatya Battalgazi, and its sampling consists of 670 students, studying at “Atatürk, Barbaros, Türk Telekom, Türkiye’m and Vakifbank” public secondary schools in the city centre of Malatya, chosen from the these schools by a random method. In the research, "Physical Education Courses Sportsmanship Behaviours Scale" is used as a data collec ting tool. Analysis of data obtained from the research was conducted with the help of a SPSS 20 package program and arithmetic mean, t - test and one - way analysis of variance (ANOVA were used in the calculation. As the result of the study, relying on the an swers the students have given to the scale it has been determined that the overall arithmetic mean of the scale was lower than expected, that the views on the contribution of the physical education and sports classes to sportsmanship behaviours were equiva lent to each other depending on the demographic variables of gender and father’s education level, however, there were significant differences among students depending on the grade level.

Girls Talk Back: Changing School Culture through Feminist and Service-Learning Pedagogies