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PubMed2005

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

BACKGROUND: More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. AIMS: The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. SAMPLES: The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. METHODS: The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. RESULTS: Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self-regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self-regulated learning. CONCLUSIONS: Epistemological beliefs predict self-regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self-regulated learning may vary with academic context.

Adolescent↗
PubMed1999

Promoting prosocial pupil behaviour: 2-secondary school intervention and pupil effects.

BACKGROUND: In an earlier article (Mooij, 1999c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. AIMS: To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. SAMPLES: Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools took part as intervention schools, three schools served as control schools. In 1995 (pretest) and 1997 (post-test) pupils and form teachers of the first and third school years participated by completing questionnaires. Within the pupil cohorts, a longitudinal group of 352 pupils was included. METHODS: Pretest questionnaires in 1995 were followed by intervention in the intervention schools. Teachers collaborated with staff and researchers to increase pupils' participation and responsibility in specifying and controlling behavioural and didactic rules, related to didactic differentiation during lessons. The validity of the intervention implementation was checked using qualitative information and quantitative data from both pre- and post-test. Longitudinal intervention effects were tested by applying two-level multiple regression analyses. RESULTS: After controlling for pretest and covariables in school year 1, school intervention effects were found in school year 3 with the prediction of being a perpetrator of aggressive behaviour at school, aggressive behaviour outside school, and criminal behaviour. Some small effects were found with respect to victim behaviour. CONCLUSIONS: Social-pedagogical and didactic class and school variables, but also home variables and support by peers without problematic behaviour, could be integrated more systematically to promote prosocial development of a pupil's behaviour from the beginning in school.

Adolescent↗
PubMed2004

Changing levels of numeracy and other core mathematical skills among psychology undergraduates between 1992 and 2002.

Teaching statistics and research methods to psychology undergraduates is a major pedagogic challenge. Knowledge of students' conceptual problems in mathematics is important in the current climate of widening access, a burgeoning interest in psychology, and fears about declining standards of numeracy and other quantitative skills. This study compared the mathematical knowledge of two cohorts of undergraduates who entered psychology a decade apart--one in 1992, the other in 2002. Six broadly defined components of mathematical thinking relevant to the teaching of statistics in psychology were examined--calculation, algebraic reasoning, graphical interpretation, proportionality and ratio, probability and sampling, and estimation. Both cohorts were also compared with a 1984 cohort on a subset of items reported in a study by Greer and Semrau (1984). Results revealed highly significant differences between the two cohorts on all six components, with 1992 students outperforming their 2002 counterparts. Males were also found to perform significantly better than females on a majority of components. Level of qualification in mathematics was found to predict overall performance. Comparison with Greer and Semrau's (1984) sample revealed an alarming decline in performance across the two decades on a selection of test items.

Adolescent↗
PubMed2006

Teacher quality: a comparison of National Board-certified and non-Board-certified teachers of deaf students.

THE STUDY was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non-Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.

Achievement↗
PubMed2001

Measuring practical knowledge among prospective and current teachers of deaf and hard of hearing students.

Research on teaching and teacher research has a long history. However, in the field of the education of deaf and hard of hearing students, this research is limited. The study addresses one particular area of research on teaching and teacher research: practical knowledge of teachers of deaf and hard of hearing students. Practical knowledge is defined as how educators think about their classroom practice. By means of a survey designed and tested by the researcher, four hierarchical groups (beginning education students, graduating education students, novice teachers, and experienced teachers) in the education of deaf and hard of hearing students were surveyed on their practical knowledge. Practical knowledge codified as images, rules of practice, and practical principles. Results were measured to demonstrate for categories and characteristics of practical knowledge storage among prospective and current teachers of deaf and hard of hearing students. The instrument was designed as an assessment tool to measure aspects of this knowledge, apply it to levels of pedagogical expertise, and expand research in this area.

Adult↗
PubMed1991

Toward an expanded vision of clinical ethics education: from the individual to the institution.

This paper advances a new paradigm in clinical ethics education that not only emphasizes development of individual clinicians' skills, but also focuses on the institutional context within which health care professionals work. This approach has been applied to the goal of improving the care provided to critically and terminally ill adults. The model has been adopted by about thirty hospitals and nursing homes; additional institutions will soon join the program, entitled Decisions Near the End of Life. Here, we describe the history and rationale for this approach, its goals, pedagogical assumptions, and design.

Curriculum↗
PubMed2006

The rise and demise of a collection of human fetuses at Mount Holyoke College.

When I found myself at the center of a controversy over the disposition of an old collection of human fetal specimens at Mount Holyoke College, I was motivated to explore the historical transformation that turned embryo collecting for research and pedagogical purposes from a noble to a disparaged practice, and dead fetuses from prized anatomical specimens to ugly, anomalous entities. Using Linda Layne's analysis of the literal and symbolic erasure of dead fetuses from American cultural discourse, this article examines the shifting circumstances that once encouraged the collection of fetal specimens but that now mandate their disappearance. Using Mount Holyoke as a case study, it describes the scientific logic and specific social exchange networks that led to the acquisition of hundreds of fetal specimens in the first half of the 20th century. It also examines the factors--including changes in biology education, concerns about handling hazardous fixatives, and especially the prominence of beautified and lifelike fetal images consistent with the so-called "culture of life"--that prompt the dissolution and demise of human embryo and fetal collections.

Biological Specimen Banks↗
PubMed2004

Harmonic oscillation in a spatially finite array waveguide.

A waveguide array is presented that behaves as an oscillator, showing periodic image reconstruction, focusing, and transverse wave-packet oscillation. The oscillator has a finite width, which removes the need for premature truncation. The array waveguide oscillator shows properties analogous to those of a pedagogically important one-dimensional quantum harmonic oscillator, which are fundamentally different from previously demonstrated oscillations in Wannier-Stark waveguide arrays. Calculations of the entire array waveguide oscillator are presented that quantify higher-order corrections to the coupled-mode approach. These results can be extended to waveguide oscillators in other systems, such as electrons in superlattices.

Journal Article↗
PubMed2004

Molecular similarity measures.

Molecular similarity is a pervasive concept in chemistry. It is essential to many aspects of chemical reasoning and analysis and is perhaps the fundamental assumption underlying medicinal chemistry. Dissimilarity, the complement of similarity, also plays a major role in a growing number of applications of molecular diversity in combinatorial chemistry, high-throughput screening, and related fields. How molecular information is represented, called the representation problem, is important to the type of molecular similarity analysis (MSA) that can be carried out in any given situation. In this work, four types of mathematical structure are used to represent molecular information: sets, graphs, vectors, and functions. Molecular similarity is a pairwise relationship that induces structure into sets of molecules, giving rise to the concept of a chemistry space. Although all three concepts molecular similarity, molecular representation, and chemistry space are treated in this chapter, the emphasis is on molecular similarity measures. Similarity measures, also called similarity coefficients or indices, are functions that map pairs of compatible molecular representations, that is, representations of the same mathematical form, into real numbers usually, but not always, lying on the unit interval. This chapter presents a somewhat pedagogical discussion of many types of molecular similarity measures, their strengths and limitations, and their relationship to one another.

Mathematics↗
PubMed1990

New programs for advanced training in dental geriatrics.

The unprecedented increase in the number and percentage of Americans who are older than the age of 65 is presenting the health care system with unique diagnostic, therapeutic, fiscal, and ethical challenges. Chronic disease, complex pharmacotherapeutic regimens, and psychosocial and physical dysfunction are prevalent in this age group. The dental profession is faced not only with an increase in the number and complexity of older patients, but with the fact that growing numbers of older patients are retaining a greater proportion of their natural dentitions for longer periods. To help meet the need for increased professional skill to deal with these issues, the Health Resources and Services Administration of the Department of Health and Human Services is supporting 23 medical school based geriatrics training programs, designed expressly for physicians and dentists. The programs offer a mixture of experiences in: clinical care of the elderly in a variety of settings; design and conduct of research relevant to geriatric and gerontologic issues; enhancement of pedagogical skills; and program administration. Physicians and dentists share many of the training experiences, providing both groups with unique insights into the presentation and management of their patients' problems, and an enriched awareness of each other's contributions to the care of the elderly.

Aged↗
PubMed2002

[Developing authoring tools for web-based multi-media orthopedics education modules].

In the framework of the EC-Project VOEU ("Virtual Orthopaedic European University"), authoring tools have been developed to support the implementation of online interactive courses for multimedia orthopaedic educational modules. Based on the pedagogical concept of case-based, problem-oriented learning, different user-interaction scenarios and Learning Objects (LOs) were analyzed and developed. Each LO acts as an interactive dialogue presenting one kind of question with certain rules and interactions. The multimedia course content entailing anamnesis, diagnosis and therapy is managed in a database and can be adaptively generated as certain LO with the help of Active Server Pages (ASPs). As an example, an interactive course on Developmental Dislocation of Hip has been implemented.

Computer-Assisted Instruction↗
PubMed2002

Proposition of an aging indicator from general health examination in France.

We present an indicator of aging based on eight quantitative variables, measured during the periodical health examination offered by French social security to the general population in France. The used sample derived from the population examined each year. We selected a reference group of 24,510 adults older than 25 years (non-smokers, drinking less than 44 g alcohol per day, with body mass index less than 35, and not using medication). A multiple regression analysis by gender was used to select significant variables to predict age from all quantitative variables measured during the health examination. The resulting biological age could be calculated from the measured variables and the aging indicator was defined as the difference between the calculated age and the chronological age. By definition, this indicator is independent of age in the reference population and gives an indication of the difference between an individual's status in the process of aging and the mean status of people of the same chronological age. Associations between this indicator and life style habits such as tobacco and alcohol use, and occupational status were observed. A geographical analysis also exhibited significant variation over France. Such an indicator can be used at the individual level as a pedagogical tool to explain the observed individual health status. It is also of interest for the epidemiological studies, where it could contribute to a better understanding of the aging process and associated factors.

Adult↗
PubMed2006

Teaching psychodynamic therapy to hardworking psychiatric residents.

In practice, the classroom teaching of sequentially developing elements of theory and practice in psychodynamic psychiatry to hardworking residents can founder on residents' frequent absences, on-call pages, late arrivals, and early departures. These obstacles can be partially overcome by focusing narrowly on topics that can be explored within the length of a single lecture. Introduction to dynamic psychiatry can be accomplished in this teaching milieu through application of pedagogical techniques of humor, sharply delineated case material, surprise, group participation, demonstrated immediacy of application, theater, and an avoidance of arcane terminology or nuanced theoretical differences.

Curriculum↗
PubMed1999

Intellectual outcome at 12 years of age in congenital hypothyroidism.

BACKGROUND: The intellectual outcome in children with congenital hypothyroidism detected by neonatal screening is generally good; however, subtle neurological dysfunctions, subnormal IQ, or both, have been reported. OBJECTIVE: To evaluate the intellectual outcome in 12-year-old patients with congenital hypothyroidism, detected by neonatal screening, in an attempt to identify factors that may affect intellectual development. METHODS: The intelligence quotient (IQ) of 40 children with congenital hypothyroidism was evaluated at 12 years of age, using the Wechsler Intelligence Scale for Children -- Revised, and compared with the IQ of 40 healthy siblings (control group). RESULTS: The mean IQ score (88.4+/-13.1) was not significantly different from that of the control group (93.4+/-10.7). Thirteen patients showed subnormal IQ score (72.4+/-4.9) compared with their siblings (86.7+/-9.6; P<0.0001) and with the other patients (96.1+/-9.6; P<0.0001). The low IQ score was associated with lower serum concentrations of thyroxine at diagnosis, poor treatment compliance during follow-up and lower familial IQ. Interviews with parents of children with congenital hypothyroidism revealed that a refusal to acknowledge the disease was linked to poor attention to the child's emotional life and to poor treatment compliance in some cases (11%). CONCLUSION: Even though the mean IQ score in patients with congenital hypothyroidism falls within normal for the control population, low IQ scores may be present in patients with severe hypothyroidism, inadequate compliance to replacement therapy during follow-up and poor parental pedagogic attitude.

Adaptation, Psychological↗
PubMed2006

Assessment of a virtual interventional simulator trainer.

PURPOSE: To assess the construct validity of the Procedicus Virtual Interventional Simulator Trainer (Procedicus-VIST) and its use as a training tool. METHODS: Two groups comprised of 8 interventional radiologists (experts) and 8 medical students (novices) performed 6 renal artery procedures on the Procedicus-VIST. All participants received a 45-minute standardized didactic introduction before starting the simulations. The first 2-hour session was used for familiarization, whereas the second session constituted the testing period. During each procedure, objective performance data including procedure time, fluoroscopic time, contrast, cine loops, lesion coverage, tool:lesion ratio, placement accuracy, and residual stenosis were recorded by the Procedicus-VIST software. Exit surveys were completed to document demographic and subjective data. A visual analogue scale (VAS) from 0 to 100 was used to rate total, guidewire, catheter, balloon, stent, fluoroscopic, and joystick realism, as well as the simulator's pedagogic value. RESULTS: There were no significant differences in performances between the 2 groups in residual stenosis, placement accuracy, procedure time, number of cine loops, lesion coverage, or tool:lesion ratio. The total fluoroscopic use was greater for the novice group (p < 0.01). Experts rated 6 of the 8 subjective parameters favorably, whereas the novice group approved of 7. CONCLUSIONS: Using this study design, the quantitative metrics recorded by the Procedicus-VIST software failed to stratify performances based upon experience level, with the exception of fluoroscopic use. Investigation comparing standard training to virtual reality training should be performed to assess any differences in actual performance in the catheterization laboratory.

Adult↗
PubMed2003

Do environmental influences alter motor abilities acquisition? A comparison among children from day-care centers and private schools.

Development occurs in a proper rhythm as result of genetic inheritance and environment factors. This study had the aim to identify some environmental risk factors for the motor development in two groups of healthy children. 100 pre-school aged (five years children) from two day-care centers and a private school were evaluated, in Recife-PE. All the children underwent to a motor skills assessment and their parents answered a questionnaire. The children from the public nursery remained behind in fine motor skills. The results showed that the biologically healthy children development can suffer negative influence of the environmental risk factors. In this research these factors were: the father absence, improper toys use to the correct age, the place were the child was kept in the early childhood, the lack of pedagogical guidance and extra-parental socialization and low familiar socioeconomic status.

Child Day Care Centers↗
PubMed2000

Environmental education praxis toward a natural conservation area.

A non-formal Environmental Education (EE) Program has been implemented in the natural conservation area (Ecological Station of Jataí, Luiz Ant nio, São Paulo State), through (EE) paradigms, which consider the objectives of education about, in and for the environment within cultural and natural perspectives. The aim of this Program is to support information and scientific knowledge to provide opportunities to the local population to be aware of environmental impacts and risks resulting from the soil use that threaten the environmental quality and the bio diversity of the Ecological Station of Jataí. The Program understands that the promotion of community empowerment could bring the sense of participation and the directives to management for decision-making for local sustainable. The model was projected on local reality, but considering the global issues of environmental paradigms. The environmental characterization (biophysical components) through a Geographical Information Systems was related to the hydrographic basin analysis. The environmental perception was utilized as a main tool to analyse population understanding of local environment, and (EE) pedagogical tools were produced to promote environmental awareness. Since the ecological dimension of (EE) was the main approach, the programme intends to assemble the cultural perspective, achieving the global view of (EE).

Brazil↗