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Background: Teaching critical appraisal techniques can be challenging in the earlier phases of doctoral education before students acquire a firm foundation in statistical methods and research strategies. The pilot study's purpose was to explore the effectiveness of succinct step-by-step guidelines for the selection and appraisal of high-quality research articles. We performed a pilot quasi-experimental study to test the feasibility of this method. Comparison of the independent pre- and post-intervention groups ([R]=10 and n=9, respectively) using the non-parametric Mann-Whitney U test for independent samples showed a statistically significant difference (r = .52, p = .022). The median pre- implementation evaluation score was 4.24, and post-implementation median was 4.50 on a scale of 1 to 5. Guiding research articles? systematic and critical appraisal is advantageous to Nursing PhD students. The medium-to-large effect size seen in this pilot study suggests that the guidelines are a useful educational tool that warrant further study. KEYWORDS: critique, critical thinking, educational techniques, INTRODUCTION Students? preferred methods of learning styles continue to evolve (Qalehsari et al., 2017). Diversity of learning styles presses nurse educators to identify a variety of teaching strategies that reach [...]

International education scholars often theorise alternative models of knowledge work in the university. These imagine the transformation of teaching and learning and a more inclusive society. This article presents the case of a university in Denmark, where problem-oriented, interdisciplinary, collaborative project work has been the pedagogic norm for over forty years. It draws on a theoretical basis that asserts the value of a different onto-epistemological paradigm for doing knowledge work, one that engages students in knowing as troublesome (stimulated through a personally-interesting complex issue) and contested (subject to different perspectives and purposes) to enact immersive and multifaceted learning processes. Mixed-method data from the case illustrate plural outcomes of the approach. While quantitative achievement data reveal a general pattern of higher achievement in problem-focused projects when compared to coursework, teasing into qualitative statements reveals a matrix of co-existing outcomes and epistemic dispositions for graduates. While a singular case, the study illuminates the ways that learning outcomes entwine with the ways students encounter and generate knowledge in a university setting. Through processes of inquiry, students are invited to develop epistemic dispositions for engaging willingly with complexity, knowledge, others, and the world., Author(s): Renae Acton [sup.1] Author Affiliations: (1) grid.11702.35, 0000 0001 0672 1325, Centre for Research On Problem-Oriented Project Learning, Roskilde University, , Roskilde, Denmark Knowledge work in the university [Displayed [...]

The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child's improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase., Author(s): Gulnoza Yakubova [sup.1] , Melissa A. Defayette [sup.1] , Briella Baer Chen [sup.1] Author Affiliations: (1) grid.164295.d, 0000 0001 0941 7177, University of Maryland, , College Park, USA Introduction [...]

Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three Transformative Learning Theory dimensions, felt more empowered to utilize active learning approaches in their classrooms, and modified some aspects of their instruction. Keywords: adjunct, instructional change, professional development, transformation, Transformative Learning Theory, INTRODUCTION For many years, the demands of the growing student population in higher education were met by administrators hiring a significant number of adjunct faculty (Association for the Study of [...]

There is an increasing emphasis on assessing student learning outcomes from study abroad experiences, but this assessment often focuses on a limited range of outcomes and assessment methods. We argue for shifting to assessing student learning processes in study abroad and present the critical incident technique as one approach to achieve this goal. We demonstrate this approach in interviews with 79 students across a range of global engineering programs, through which we identified 173 incidents which were analyzed to identify common themes. This analysis revealed that students described a wide range of experiences and outcomes from their time abroad. Students' experiences were messy and complex, making them challenging to understand through typical assessment approaches. Our findings emphasize the importance of using a range of assessment approaches and suggest that exploring students' learning processes in addition to learning outcomes could provide new insights to inform the design of study abroad programs., Author(s): Kirsten A. Davis [sup.1] , David B. Knight [sup.2] Author Affiliations: (1) grid.169077.e, 0000 0004 1937 2197, School of Engineering Education, Purdue University, , West Lafayette, IN, USA (2) [...]

THE INNOVATION Healthy adults may feel like their well exams serve as a mandatory checklist with canned counseling on lifestyle changes that feels impersonal. (1,2) While well-intentioned, open-ended questions about [...]

Since January 2020, the world has experienced an unprecedented viral pandemic during which districts across the United States closed, reopened, and reclosed the traditional school buildings where we normally cluster [...]

The article deals with the proceedings of a Science Excel Camp conducted in Quetta, Pakistan, organized by Ed-Links and funded by USAID under the AIR programme 2007-2012, for students of public schools in rural areas, belonging predominantly to marginalized communities. The camp was conducted by CPE (Centre of Physics Education) Karachi in October 2009. A Power Point presentation was made to the physics community for the first time in RICWP, held in Islamabad, Pakistan, from 25-27 April, 2016, entitled 'Cultivating conceptual understanding'. Key words: low-cost demo, hands-on activities, solar energy, science projects, government school teachers. Resume : Nous nous penchons ici sur le compte rendu du Science Excel Camp (camp Excel) conduit a Quetta au Pakistan, organise par Ed-Links et finance par USAID sous le programme AIR 2007-2012, pour les etudiants des Public Schools (ecoles publiques) dans les regions rurales, appartenant de facon predominante a des communautes marginalisees. Le camp etait dirige par CPE (Center of Physics Education) de Karachi en octobre 2009. Une presentation Power Point a ete faite a la communaute de physique pour la premiere fois a RICWP, tenu a Islamabad au Pakistan les 25 et 26 avril 2016, sous le meme titre. [Traduit par la Redaction] Mots-cles : demonstration a faible cout, activites pratiques, energie solaire, projet scientifique, professeurs d'ecoles publiques., Introduction Public schools of Pakistan, especially in far-flung areas, suffer from a lack of resources and the unprofessional attitudes of teachers who are seldom trained in physics. Though the curriculum [...]

In their paper, 'Stimulating Reflective Practice Using Collaborative Reflective Training in Breaking Bad News Simulations,' Kim, Hernandez, Lavery, and Denmark (2016) outline a novel curricula designed for interprofessional learners. Their [...]

I cannot believe the school year is already drawing to a close. So much has happened in the past nine months, and I thought this would be the perfect opportunity [...]

Students need to be able to understand journal entries and the flow of goods in the manufacturing process, and sometimes those are difficult to learn. The author has developed an active learning process for the classroom that is helping students master this area and offer great input., Students can find the journal entry sequence for manufacturing operations confusing. To help them overcome this challenge, I developed an active learning strategy that engages students in the learning process. [...]

A DUAL ANALYSIS WAS USED to examine the conceptions of learning of both pre-service and in-service early childhood teaching students. Four hundred and sixty-one students were asked to rank six statements about conceptions of learning. The samples of both pre-service student teachers in Hong Kong and in-service teachers in Macau are said to be highly representative. The results showed that while pre-service students have no clear patterns with regard to ranking the important conceptions of learning, they indicated 'memorising and reproducing important facts' as the least important. This is said to be a traditional conception of learning. In-service students make a connection between the qualitative and quantitative conceptions of learning being an integral part of understanding and applying what one has learned, suggesting that teaching experience influences a student's conception of learning, and leads to a more child-centered approach. Compared with other Hong Kong studies on pre-service teachers--which indicate that student teachers' conceptions of learning can adjust to students' natures and abilities and the impact of teaching experience and professional knowledge on the conceptions of learning--the Macau samples showed a higher tendency toward qualitative than quantitative conceptions of learning. Finally, suggestions have been made about embedding the practicum early and setting up a mentor teacher scheme and a professional development program in the existing early childhood education (ECE) program., Early childhood education Since the introduction of educational reforms in the early 2000s, ongoing measures have been taken to improve the quality of teacher training in Hong Kong, especially in [...]

IT IS WIDELY ASSUMED that children's learning is enhanced through being involved in early childhood education but the evidence to substantiate this in New Zealand is limited. Sources of information that could be expected to show what children are learning include the national curriculum, documentation provided by early childhood centres, evaluations from the Education Review Office, and government funded research reports. This article examines each of these sources and finds they provide little evidence about what children are learning. One of the difficulties is the strong reliance on Learning Stories as the main form of assessment in centres and research investigations. A case is made that it is time for the Ministry of Education to reconsider the advice it is providing on how to assess young children's learning., Introduction Early childhood education has undergone a period of considerable growth and change in New Zealand over the past 20 years. The changes have included the introduction of the national [...]

This study explores the implications of rejecting the sealed-bid abstraction proposed by Zeithammer and Adams [Zeithammer, R., C. Adams. 2010. The sealed-bid abstraction in online auctions. Marketing Sci. 29(6) 964-987]. [...]

It is the authors' contention that there is no such thing as 'thinking outside the box.' However, the term has become an iconic phrase for a generation. The discussion presents [...]

When asked what good readers do, fourth grader Jasmine (pseudonym) can rattle off at least four comprehension strategies. Given a graphic organizer, she can categorize them into before, during, and [...]

This article describes a new approach that incorporates vocabulary and tools from design and the arts to nurture iterative, reflexive learning in a managerial context. Opportunities for deep learning and [...]

Our analysis explores the agenda for student learning communicated in interviews with school district officials from four Ontario districts. Using research methods drawn from collective action framing theory, we identified [...]

Capacity building is commonly considered to be a fundamental prerequisite to successful integrated coastal management (ICM). Capacity building for ICM is an educational process, in which skills and knowledge are taught, learned and then applied, within a coastal management process. Previous research into ICM capacity building has tended to focus upon identify the skills and knowledge required for effective ICM rather than the pedagogic elements of capacity building; that is, how the effectiveness of learning can be improved. This paper reports on a study that focuses on establishing the favoured learning style of students studying ICM in UK universities in order to consider more generally the role of pedagogy in ICM Kolb's Learning Style Inventory, a widely used generic learning styles test, was used to establish preferred learning styles. The results showed that ICM learners exhibited a complete range of learning styles, but that 47% were classified as 'convergers', who prefer to learn through practice and consider the teacher to the a facilitator and role model rather than knowledge giver. It is concluded that ICM capacity building leaders should consider pedagogic issues more fully in the design and delivery of capacity-building activities and that a specific pedagogy of ICM is required. KEY WORDS: United, Kingdom, integrated coastal management, capacity building, pedagogy