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Although the number of prisoners has risen globally, educational efforts to help them return to society as productive members have yielded only mixed results. We propose that entrepreneurship education might be particularly valuable for prisoners because self-employment as an occupational career path can help overcome potential employers' discriminatory attitudes toward ex-prisoners, and by developing an entrepreneurial mindset, individuals whose career paths have been terminated can begin to form an attitudinal foundation from which to rebuild a future. Using a multiple case study method to analyze 12 participants of a European prison entrepreneurship educational program, we find that without a "personal agency mind-set--namely, the set of assumptions, belief systems, and self-regulation capabilities through which individuals intentionally exercise influence (i.e., act) as opposed to residing as a discrete entity (i.e., acted upon)-prisoners were unable to make sense of the past or orient themselves toward the future, both of which are necessary to identify and develop opportunities and ultimately to persist with an entrepreneurship educational program. Rather than being an outcome of an entrepreneurship education program, recognizing a potential opportunity was a critical input to successful completion. We found that recognizing a potential opportunity is an important vehicle for transforming prisoners' attitudes toward entrepreneurship, imprisonment, and other individuals. [ABSTRACT FROM AUTHOR]

Background: When performed erroneously, the venous blood specimen collection (VBSC) practice steps patient identification, test request management and test tube labeling are at high risk to jeopardize patient safety. VBSC educational programs with the intention to minimize risk of harm to patients are therefore needed. In this study, we evaluate the efficiency of a large-scale online e-learning program on personnel's adherence to VBSC practices and their experience of the e-learning program. Methods: An interprofessional team transformed an implemented traditional VBSC education program to an online e-learning program developed to stimulate reflection with focus on the high-risk practice steps. We used questionnaires to evaluate the effect of the e-learning program on personnel's self-reported adherence to VBSC practices compared to questionnaire surveys before and after introduction of the traditional education program. We used content analysis to evaluate the participants free text experience of the VBSC e-learning program. Results: Adherence to the VBSC guideline high-risk practice steps generally increased following the implementation of a traditional educational program followed by an e-learning program. We however found a negative trend over years regarding participation rates and the practice to always send/sign the request form following the introduction of an electronic request system. The participants were in general content with the VBSC e-learning program. Conclusions: Properly designed e-learning programs on VBSC practices supersedes traditional educational programs in usefulness and functionality. Inclusion of questionnaires in the e-learning program is necessary for follow-up of VBSC participant's practices and educational program efficiency. [ABSTRACT FROM AUTHOR]

Many studies have noted the important role family socioeconomic status (SES) plays in students’ out-of-school learning. However, very little is known about the relationship between student’s SES and citizenship education in out-of-school contexts. To address this research gap, this study conducted an out-of-school citizenship education survey (involving 2,950 teachers, 7,388 students, 2,564 parents, and 112 out-of-school education organizations in Shanghai, China), in 2015, to explore the relationship between SES and students’ out-of-school citizenship education. This article found SES affected primary and junior middle school (but not high school) students’ participation in out-of-school citizenship education. This article adopted a power–knowledge relationship perspective to explain this pattern, and found that the relationship between education and power is not so mechanical that only powerful groups in society can determine knowledge and learning; instead, educational forces and students may mediate the influence of SES. [ABSTRACT FROM AUTHOR]

After-school physical activity programs for youth can develop and extend physical and mental skills necessary for health across the life span. With the considerable time and effort required to operate such programs, it is important that youth are achieving tangible goals and benefit from the programs. Unfortunately, many after-school programs lack any formal evaluation process, and it is unclear whether participants accrue benefits. Using the experiences of developing and evaluating multiyear after-school programs, we discuss variables that should be considered in the design and operation of an effective after-school program. Examples include how to market the program, what to include, how the program's size can affect outcomes, and how to effectively assess program effectiveness. Recommendations can be applied to other sport and physical activity-based programs to the benefit of program staff and participants. [ABSTRACT FROM AUTHOR]

The article discusses the events and results of an interdisciplinary units of a language intensive New Arrivals Program (NAP) based on the developed school garden. Topics include the learning areas covered of the project including science, mathematics, and English, the impact of the pedagogical programs on developing cultural and educational connections, and improving educational attainment in science among refugee students.

An essay on correctional education evaluations and its future research is presented. It discusses the skills that have been included in prison education programs, the aim of correctional education, findings on the relationship between high-school graduation and crime, and sources of potential bias regarding correctional education research.

Research Summary Participants and nonparticipants in Ohio prison education programs were compared in rates of misconduct during incarceration and prison returns after release. Propensity score matching was used to compare male nonparticipants with males who completed or started but did not complete GEDs, vocational training/apprenticeship programs, and college classes (each education group examined separately). More than 92,000 males were eligible for study, reflecting all men admitted to Ohio prisons between January 2008 and June 2012. Inmates who earned GEDs or completed college classes were less likely than nonprogram inmates to engage in violence during incarceration, whereas completing vocational training and apprenticeship programs had no such effect on any type of inmate misconduct examined. On the other hand, completing vocational training and apprenticeship programs, GEDs, or college classes at any point during incarceration coincided with lower rates of prison returns within 3 years after release. None of these benefits accrued to inmates who started but did not complete these programs/classes. Policy Implications The provision of GED programs and college classes to prison inmates may help to reduce levels of violence during incarceration, thus, providing safer facility environments for both inmates and staff. GED programs, college classes, and vocational training/apprenticeship programs may also help offenders to refrain from returning to prison, perhaps by providing knowledge and skills that enhance their employability in desirable jobs after release. The absence of comparable findings for inmates who started but did not complete these activities, however, underscores the importance of completion, providing incentive for state policy makers and correctional administrators to encourage inmates to complete these pursuits. [ABSTRACT FROM AUTHOR]

Background: Universal Health Coverage is widely endorsed as the pivotal goal in global health, however substantial barriers to accessing health services for children in low and middle-income countries (LMIC) exist. Failure to access healthcare is an important contributor to child mortality in these settings. Barriers to access have been widely studied, however effective interventions to overcome barriers and increase access to services for children are less well documented.Methods: We conducted a systematic review of effectiveness of interventions aimed at increasing access to health services for children aged 5 years and below in LMIC. Four databases (EMBASE, Global Health, MEDLINE, and PSYCINFO) were searched in January 2016. Studies were included if they evaluated interventions that aimed to increase: health care utilisation; immunisation uptake; and compliance with medication or referral. Randomised controlled trials and non-randomised controlled study designs were included in the review. A narrative approach was used to synthesise results.Results: Fifty seven studies were included in the review. Approximately half of studies (49%) were conducted in sub-Saharan Africa. Most studies were randomised controlled trials (n = 44; 77%) with the remaining studies employing non-randomised designs. Very few studies were judged as high quality. Studies evaluated a diverse range of interventions and various outcomes. Supply side interventions included: delivery of services at or closer to home and service level improvements (eg. integration of services). Demand side interventions included: educational programmes, text messages, and financial or other incentives. Interventions that delivered services at or closer to home and text messages were in general associated with a significant improvement in relevant outcomes. A consistent pattern was not noted for the remaining studies.Conclusions: This review fills a gap in the literature by providing evidence of the range and effectiveness of interventions that can be used to increase access for children aged ≤5 years in LMIC. It highlights some intervention areas that seem to show encouraging trends including text message reminders and delivery of services at or close to home. However, given the methodological limitations found in existing studies, the results of this review must be interpreted with caution.Systematic Review Registration: PROSPERO CRD420160334200. [ABSTRACT FROM AUTHOR]

Do participants in a short term training program in prison find that it helps them to cope with their addiction better than before? This article explores the effects of a pilot project conducted in two Norwegian prisons. The study is based on interviews with 16 participants. The data show that the program increased inmates’ motivation and provided them with better tools to deal with their addiction. The conclusion is therefore that this kind of program could be the first step towards enabling prisoners with addictions to cope better with the challenges involved. [ABSTRACT FROM PUBLISHER]

In Finland, doctoral employment outside the academy has been increasing. Universities can no longer absorb the numbers in the doctoral labour force and research and development (R&D) policy emphasises the need for specialised research capacity in non-academic sectors; the highest academic degree is assumed to add value. However, the transition from doctoral programmes to employment outside the academy has been limited due to the social dynamics within labour markets. This article explores the careers of doctorate holders and the motives non-academic organisations have for recruiting such graduates. The data come from a survey of doctorate holders (N = 1183) and interviews with 26 employers. Based on the analysis, there was little place for doctorate holders outside the academy, except in R&D roles. When employed to undertake work outside R&D, they carried out special, demanding tasks or had a particular role related to their academic status. Professional functions such as those undertaken by medical doctors, engineers and teachers were the most common, but career patterns varied from one employment sector to the next. Employers considered industry-specific competence to be important, and the status of the doctoral degree and the membership in the academic community were expected to advance collaboration with universities and enhance the professional status of the organisations that hired doctoral graduates. [ABSTRACT FROM AUTHOR]

The present study uses an ecological systems perspective to examine how parental involvement in school-related activities in sixth grade influences early adolescents’ school bonding and academic achievement in eighth grade. Results of multilevel models of multiple data sources (i.e., adolescents, parents, and principals) suggested that parents’ involvement in school, as reported by the adolescent in sixth grade, was a significant predictor of school bonding and academic grades in eighth grade. Furthermore, parent reports of guidance, support, and involvement in school and non-school activities were unrelated to their adolescents’ grades and school bonding. Finally, schools’ efforts to engage parents did not consistently predict an association between parental involvement and adolescent outcomes. [ABSTRACT FROM AUTHOR]

The author discusses the Accelerate Leadership programme of the Institute of Management New Zealand. She tackles the importance of leadership to organizations in New Zealand, the qualities of a good leader, the gap in leadership development, the objective of the programme, and activities under the programme.

Adult education administrators serve diverse constituents in many different spheres. They serve as leaders of basic literacy programs situated in public school districts, leisure education programs in non-profit organizations, and job training programs in community colleges. This study examined the perceptions of administrators of adult education programs to identify the roles, skills, and management tasks they deemed important to their work. Key findings indicate that there is a substantial number of new administrators in the field, and that they identify a high number of skills necessary to meet the demands of the innovative settings in which they work. [ABSTRACT FROM AUTHOR]

The article discusses the significance of assessment of the effectiveness of child sexual abuse prevention programs in Australian schools. Topics include the methods for assessment of effectiveness such as independent randomized controlled trial (RCT), the use of narrative-style literature review to understand numerous research, and the Cochrane Collaboration (Cochrane Systematic Reviews) on child sexual abuse prevention programs in schools.

Introduction: The educational program for health care personnel is important for reducing preanalytical errors and improving quality of laboratory test results. The aim of our study was to assess the level of knowledge on preanalytical phase in population of biomedicine students through a crosssectional survey. Materials and methods: A survey was sent to students on penultimate and final year of Faculty of Pharmacy and Biochemistry - study of medical biochemistry (FPB), Faculty of Veterinary Medicine (FVM) and School of Medicine (SM), University of Zagreb, Croatia, using the web tool SurveyMonkey. Survey was composed of demographics and 14 statements regarding the preanalytical phase of laboratory testing. Comparison of frequencies and proportions of correct answers was done with Fisher's exact test and test of comparison of proportions, respectively. Results: Study included 135 participants, median age 24 (23-40) years. Students from FPB had higher proportion of correct answers (86%) compared to students from other biomedical faculties 62%, P < 0.001. Students from FPB were more conscious of the importance of specimen mixing (P = 0.027), prevalence of preanalytical errors (P = 0.001), impact of hemolysis (P = 0.032) and lipemia interferences (P = 0.010), proper choice of anticoagulants (P = 0.001), transport conditions for ammonia sample (P < 0.001) and order of draw during blood specimen collection (P < 0.001), in comparison with students from SM and FVM. Conclusions: Students from FPB are more conscious of the importance of preanalytical phase of testing in comparison with their colleagues from other biomedical faculties. No difference in knowledge between penultimate and final year of the same faculty was found. [ABSTRACT FROM AUTHOR]

The article discusses expansion of the scope of theorizing about democratic education beyond formal schooling. Topics discussed includes education-related importance of non-school institutions, existence of civic empowerment gap in the U.S., and opportunities for civic action promoting further civic learning outcomes.

The article offers information on the human trafficking community educational programs hosted by the Muskingum County Library System in Ohio in 2018. According to Sean Fennell of Muskingum County Library, they have held four human trafficking programs in order to educate the public. Fennell adds that libraries are about bringing equitable access to information, sharing information and giving back to their communities.

This article presents part of State of the Art on selected productions that present contributions of mathematics education in adult education, aimed at understanding and advancement. We take as a basis the constant journals Qualis list (CAPES / MEC) in the 2000 to 2010 period. Established four themes: I) Teacher Training; II) Pedagogical Practices; III) Resumes, and IV) Evaluation. In this article we highlight the Theme II. Among the results, the need to implement inclusive teaching practices and experiences. They should be guided by the constant dialogue, highlighting the perception by students in the adult education in their own math growth. Shall use the previous knowledge, and open spaces for the sharing of school and non-school knowledge. [ABSTRACT FROM AUTHOR]

How students’ non-school inputs respond to ability grouping may explain the currently mixed findings in the literature about the impacts of tracking. Using data from South Korea, where students are randomized into middle schools under the country's equalization policy, but sorted into different high schools on the basis of achievement in some non-equalization policy areas, I find that under ability sorting, students’ demand for private tutoring, self-study time, and grade anxiety levels are lower, and their hours of sleep and leisure are higher. The effects on private tutoring are particularly significant for high achievers, while the effects on self-study and leisure hours are strong for low achievers. The results potentially help reconcile the mixed findings in the ability grouping and tracking literature. [ABSTRACT FROM AUTHOR]

This paper discusses the variety of ways in which The Bakken Museum has made use of replicas or simulations of historical instruments and experiments and demonstrations in education programs and exhibits for school children, families with children, and other museum audiences. Early efforts were stimulated in the mid-1980s by a collaboration with Prof. Samuel Devons, who pioneered the use of historical experiments at his 'History of Science Laboratory' at Barnard College (Columbia University). This collaboration resulted in a series of summer institutes for high school science teachers which incorporated historical simulations. An 'Eighteenth-Century Electricity Kit' aimed at middle schools also was produced. Beginning in the early 1990s, versions of these historically-based instruments and experiments and demonstrations were successfully integrated into school field trip programs and to a degree in school-based outreach programs developed in the late 1990s; topics include static electricity, batteries and bioelectricity, and magnetism/electromagnetism. 'Science theater' programs such as puppet shows, first-person interpretations (e.g., Benjamin Franklin, Mary Shelley), and short plays ('War of the Currents') also utilize historical simulations. A new exhibit, 'Ben Franklin's Electricity Party', uses classic eighteenth-century electrostatic instruments to engage visitors. These various uses will be analyzed in terms of their effectiveness, the question of historical authenticity, how they compare with similar uses at other museums, and how they are integrated with historical stories. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the food and nutrient intake of Jordanian women and compare the intake with the Dietary Reference Intakes (DRIs) (IOM,2011) . A convenience sample of 103 pregnant women (18-40 years old) was selected from three different rural villages of the Al-Balqa' district of Jordan. Data were collected using the developed and validated self-report Questionnaire .The most frequent source of nutritional advice for pregnant women was medical staff followed by mother and other family members (47.6% and 30.1%, respectively). More than 50% of the respondents reported that they did not eat breakfast, with lack of appetite given as the main cause. The average daily consumption of protein, carbohydrate and fat of pregnant women was 65.2g , 272.6g and 55.9g , respectively. The mean daily intakes obtained by the mothers were lower than references for protein, vitamin A, vitamin D, vitamin K, folic acid and calcium .Mean daily intakes of vitamin E, zinc and magnesium were in excess of the recommended values of the standards . Special educational programs are strongly recommended for pregnant women and integrated strategies should be considered to promote increased intakes to meet nutrient recommendations. [ABSTRACT FROM AUTHOR]

Information about the topics discussed at the board of directors meetings of the Society for Investigative Dermatology that was held in Edinburgh, Scotland on May 8, 2013 and in Chicago, Illinois on September 29, 2013 is presented. Topics include alliances, strategic planning, and educational programming. The speakers include secretary-treasurer Russell Hall, president Paul Bergstresser, and chief operating officer (COO) Jim Rumsey.

The Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) pandemic has a major impact within institutions, as HIV infection in the working class (aged 15-49) represents almost 20% of the working population. Hence, the workplace is the perfect entry point to HIV and AIDS prevention and care. The objective of this study was to assess HIV and AIDS knowledge and awareness of service- and support staff at a tertiary institution. Quantitative, self-administered questionnaires were completed anonymously by a conveniently selected sample of 232 non-academic staff members during 2011 and 2012. The sample included 100 service staff members and 132 support staff members. Data were analysed descriptively. The majority of respondents were from the Black African racial category (85.8%), females were predominant (68.5%) and 72% were ≤50 years of age. Responses indicated that 19% of service staff (n=100) and 15% of support staff (n=132) agreed that HIV status can be inferred from a partner's HIV status; 36% of service staff believed HIV can be transmitted by mosquito bites; 40% of the service staff refused sexual intercourse without a condom in the past; 68% of service staff believed a healthy person cannot be infected with HIV. Although general awareness of HIV and AIDS was fairly good, results indicated a need for targeted educational programmes on pertinent aspects of HIV and AIDS. Service- and support staff at the university would benefit from annual HIV and AIDS awareness and educational programmes, with compulsory attendance. [ABSTRACT FROM AUTHOR]

An interview with Professor Jiayang Li, Vice-Minister of Agriculture and President of the Chinese Academy of Agricultural Sciences (CAAS), is presented. Li describes the state of agricultural research in China. He also discusses the implementation of an Agricultural Science and Technology Innovation Program (ASTIP) to reform the research activities in the CAAP.

While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design principle for creating educational video games that enables players to draw on knowledge resources gained in-game to reason about non-game phenomena. Games that incorporate this design principle, which we call constructible authentic representations, engage players in the construction of artifacts that are visually and epistemologically aligned to tools and representations utilized in the target domain. We illustrate this principle with a study of six children (ages 7-13) playing a racing video game of our own design. Players that struggled with a formal graphing task before playing the game showed improvement on the same task in post-game interviews creating qualitatively correct velocity versus time graph that incorporated key kinematic features such as moments of constant velocity and varying degrees of acceleration. An analysis of pre- and post-game clinical interviews also revealed that players more fluidly drew on a variety of knowledge resources when reasoning about the game, real world, and formal representations. We hypothesize that designing games to include constructible authentic representations may allow for the creation of educational video games that can survive in the non-school gaming ecosystem. [ABSTRACT FROM AUTHOR]

The benefits of vaccination are clearly demonstrated by the eradication or enormous decline in the incidence of many vaccine-preventable diseases, but the coverage of many highly recommended vaccines is still frequently inadequate and children continue to suffer from diseases that could have been prevented. The main aim of this paper is to discuss the recognized barriers to the vaccination of children and adolescents confronting national health systems, providers and parents, and the ways in which they can be overcome. Most of the problems underlying limited vaccination coverage among children are due to a lack of understanding on the part of healthcare providers and parents, which underlines the need for educational programmes specifically addressed to each of these groups. It is also essential that all of the physicians providing immunization develop approaches that acknowledge parents' concerns and respectfully try to correct any misinformation. Other means of extending vaccine coverage include the implementation of adequate systems for recording vaccine administration and the activation of effective reminder/recall systems, the provision of immunization services in some medical care specialties or by integrating healthcare sites, and the elimination or reduction of all the problems that currently limit access to vaccination services. However, it will take the combined efforts of healthcare systems and providers to pull down all of the barriers. [ABSTRACT FROM AUTHOR]

The author offers insights on the Teach For Canada (TFC) program which aims to provide education services to Aboriginal and rural communities in Canada. Topics explored include the need for vulnerable communities to gain access to effective teachers, the success earned by a similar program launched in the U.S. called Teach For America, and the recruitment and training of young teachers by TFC. The way TFC deals with Aboriginal education-related issues is also acknowledged.

The author offers advice to individuals who plan to join the Teach for Canada education program. Topics covered include the recruitment of university students by the program to teach Aboriginal communities in southern regions of Canada, the historical background of Aboriginal education in the country, and the tendency of the program to remove control from teachers. She also discusses the teaching contract being offered by the program and the need of Northern communities for effective teachers.

Background Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Aims Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Sample Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Methods Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Results Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. Conclusion There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Highlights: [•] Participation in out of school activities may be limited among children with visual or hearing impairments. [•] Socio-demographic parameters may impact child's participation. [•] Intervention of children with sensory impairments should refer to the child's participation in school and out of school. [Copyright &y& Elsevier]

Privately conducted corporate education in Russia is developing to meet the needs of business organizations. The growth in the number of those who are taking part in supplementary education, including corporate education, is linked to the requirements of professional work. In this area the level of competition for the adult trainee can be expected to increase. [ABSTRACT FROM AUTHOR]

This article examines the establishment and early history of the first Boys’ Club for African American boys—the Wissahickon Boys’ Club—through the thoughts and actions of its Quaker founder, John Thompson Emlen. The purpose of this article is not only to document the founding of this historic organization but also to describe Emlen's conception of racial advancement through the implementation of vocational education programs within the context of a “colored” Boys’ Club. In examining Emlen's thesis and subsequent work, the article analyzes the similarities of his ideas to W. E. B. DuBois's charge to White Americans inThe Philadelphia Negro. [ABSTRACT FROM PUBLISHER]

An essay is presented on the McEducation for All educational system. Topics mentioned include the global monopoly of Education for All (EFA), revitalization of informal education, and "The Parrot's Training" associated to the adaptation of the McEducation for All. The author mentions the five Cs of the curriculum in schools which include the compulsion, commodification, and knowledge compartmentalization.

A reprint of the article “The Community Context for Education” by David Mathews, which appeared in the December 2011 issue of “Kettering Review,” is presented. The article discusses the relationship between communities and public education. The role of communities as educators using resources different from schools like museums and libraries is also analyzed. Other topics include cultures of learning in communities, democracy and education, and school collaboration.

Objective To evaluate the effectiveness of a new journal-based learning ( JBL) programme designed to equip students with skills necessary to understand dental research publications, thereby preparing them for continuing professional development. Materials and Methods A baseline evaluation of knowledge relating to key research terms was conducted on 52 final-year BDS students. 11 weekly seminars were conducted from 8 clinical disciplines driven by a reading list of 2-5 journal articles along with a series of 'guidance' questions relating to research terms and content knowledge aspects of each paper to focus their reading and learning. Seminars were facilitated by discipline experts with supporting notes. An exit test based on research process and terminologies for the programme was conducted with 4 repeated questions from the baseline assessment. A systematic marking scheme was used and the results analysed. A focus group was run to collect feedback regarding students' views and experiences on the JBL experience. Findings Students showed significant improvements over the baseline score. The mean score rose from 3.5 to 11.5 in the repeated questions ( P < 0.001). The focus group revealed that students had learnt new information about journal classification, evidence level determination, new research terms and the structure of research papers. From the first 4 years of PBL, students recognized the importance of learning from research papers since year 1. However, JBL gave them a deeper understanding of research and the development of critical appraisal skills. Implications JBL provided final-year students the opportunity to learn significantly more about dental research, terminologies, paper structure, critical analysis and content knowledge through active-learning small group seminars. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Studies Education Research / Sosyal Bilgiler Eğitimi Araştırmaları Dergisi is the property of Association for Social Studies Educators (ASSE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)