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1.
In an ever-changing medical curricular environment, time dedicated for anatomical education has been progressively reduced. This happened at the University of Michigan Medical School starting in 2016–2017 when preclinical medical education was condensed to one year. Histology instruction remained integrated in organ system courses but reduced to a lecture-only format without scheduling time for laboratory exercises, requiring students to study virtual histology slides on their own time. In accordance with the shortened instructional time, the number of histology examination questions was reduced more than twofold. This study analyzed students' histology examination results and assessed their motivation to learn histology and use of educational opportunities before and after these curricular changes were implemented. Students' motivation to learn histology and their evaluation of histology lectures increased in the new curriculum. However, students devoted less study time to studying histology. Students' cumulative histology examination scores were significantly lower in the new curriculum and the number of students with overall scores <75%, defined as a substandard performance, increased more than 15-fold. Academically weaker students' histology scores were disproportionately more affected. As medical educational strategies, priorities, and curricular frameworks continue to evolve, traditional didactic topics like histology will need to adapt to continue providing educational value to future health care providers.  相似文献   

2.
In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s salient features on improving STEM retention through graduation for all students, particularly those from underrepresented groups.  相似文献   

3.
Studies of change in colleges and universities often consider faculty support a key influence on the success of academic reform efforts. Scholars, however, have given relatively little attention to the role of disciplinary environments (e.g., culture, values, and habits of mind) on educational innovation and change. Using data from 1,272 faculty members in 203 engineering programs on 39 campuses, this study examined whether engineering faculty from different academic environments (defined by Holland’s typology) vary in their responses to changing curricular and pedagogical requirements. Findings suggest that the broad disciplinary groupings often used in higher education research fail to capture the subtleties of within-field variations in faculty values, customs, and dispositions relating to curricular and pedagogical change and provide moderate support for using Holland’s theory for studying organizational change.  相似文献   

4.
《教育实用测度》2013,26(1):33-51
The objectives of this study were to examine the impact of different curricula on standardized achievement test scores at item and objective levels and to determine if different curricula generate different patterns of item factor loadings. School buildings from a middle-sized district were rated regarding the degree to which their curricula matched the content of the standardized test, and the actual textbook series used within each building (classroom) was determined. Covariate analyses of objective scores and plots and correlations of item p values indicated very small, nonsignificant differential effects across ratings and textbook series. Factor patterns indicated no curricular effects on large first factors. These findings parallel the results of a previous study conducted at the subtest level. We conclude that educators need not be unduly concerned about the impact of specific and generally small differences in curricular offerings within a district on standardized test scores or inferences to a broad content domain.  相似文献   

5.
Undergraduate student attrition is a major concern in higher education. It is usually explained by the impact of student attributes; however, recent developments in student success literature point to the need of exploring institutional practices that may impact a student's decision to abandon their studies. The current weight of academic quality assurance for Colombian higher education institutions (HEI) and what such measures may mean for how HEI fulfill their missions indicates the need to consider a possible relation between such quality measures and undergraduate student attrition. Using official databases from the Colombian Ministry of Education for the year 2009, this study explores through analysis of variance the relationship between attrition and three measures of academic quality: accreditation status, professional test scores required to graduate (Saber Pro Exam) and the number of research groups at HEI. The scope of the study is the Colombian Caribbean region and the sample includes 19 HEI. Study results demonstrate that the percentage of accredited undergraduate programs at HEI was the only measure of quality assurance, out of the three explored, that showed a statistically significant relationship with undergraduate student attrition rates.  相似文献   

6.
Standardized tests are designed to measure broad goals. But many professionals have been concerned with the lack of fairly specific matches between items (or objectives) on a test and the curriculum (instruction). This study assessed the differences in standardized test scores resulting from curricular differences in two school systems. The degree of curriculum-test match for reading and math in grades 3 and 6 was based on ratings of that match by qualified district personnel. Further, results of using different textbook series were analyzed. The dependent variables of test and subtest scores were analyzed using a two-factor MANCOVA where textbook series and school personnel ratings were the two factors, and pretest scores and percent eligible for Aid to Families with Dependent Children (AFDC) were the covariates. None of the multivariate F tests were significant at the .05 level. It was concluded that neither the curricular match as judged by district personnel or the textbook series used had a significant impact on standardized test scores.  相似文献   

7.
Teachers’ curricular role identities are those dimensions of their professional identities concerned with the use of curriculum materials. In a previous study, we developed and tested a survey instrument designed to measure preservice elementary teachers’ development of curricular role identity for science teaching through their use of science curriculum materials. In this follow-up study, a revised version of the survey was administered to a second group of preservice elementary teachers in the same science methods course, and data were analyzed within and across years. Results from this study suggest that preservice teachers articulated important similarities and differences between the curricular role identities for science teaching they attributed to themselves and to more experienced elementary teachers. Over time, they were often able to begin to appropriate the curricular role identities for science teaching that they attributed to more experienced elementary teachers. However, findings from the second survey administration also suggest that preservice teachers’ curricular role identities for science teaching are more stable when characterized by their actual curriculum design practices than when characterized by comparative, probabilistic means. These findings have important implications for science teacher education and curriculum development, as well as the operationalization of curricular role identity in education research.  相似文献   

8.
This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions.  相似文献   

9.
As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition.  相似文献   

10.
Placing teacher identity work (e.g. thinking critically about what it means to be a teacher) late in the curriculum of education programs could contribute to the high attrition rate of secondary English teachers. This article argues for more attention to teacher identity development early in candidate coursework to better prepare them for the realities of the classroom and promote their success in the profession.  相似文献   

11.
This paper looks at correlates of school attrition in local public school programs. A preliminary survey of attrition and background data on a national sample of 451 deaf adolescents concluded that many of the same factors, including individual ability, local educational values, and certain demographic traits, that predict attrition in general education also apply to deaf education. The movement of students out of their original programs for whatever reason was primarily a regional phenomenon. Programs in the Southeast and the Southwest lost more of their original groups of students than did programs in the Northeast, Midwest, or Far West. The regional variations noted in our data suggest that local values about schooling will influence school attrition in local public school programs for the deaf.  相似文献   

12.
This longitudinal investigation tested the effectiveness and cost-efficiency of a lay therapy treatment program in comparison with a standard social work treatment approach. A pretest-extended posttest research design was used to follow a group of child abusing and high risk mothers who received lay therapy (N = 27) and a randomized control group of similar clients (N = 28) over a 12-month period. Outcome data were obtained through interview and direct observation of the parents and children at six-month intervals. A variety of standardized instruments were used including Cattell's 16 Personality Factor Test, Coopersmith's Self-Opinion Form, and the Nurturance and Parent Observation Scales, adapted from Baumrind. Treatment success was defined as progression toward the mean scores of a matched comparison group (N = 21) obtained from the general population of the community during the pretest. The results indicated a trend toward improvement on the outcome measures for both treatment groups. The group receiving lay therapy treatment improved only slightly more than the group receiving standard treatment; however, there was also significantly less attrition with the lay therapy group. Analysis of time budget study data indicated that the lay therapists spent an average of 17.46 hours per month with each of their clients thus permitting the social workers to spend considerably less time with lay therapy clients. Analysis of the direct costs of the programs, based on time budget information, indicated that the lay therapy treatment involved more direct client contact than the standard treatment approach and was also substantially more costly. The high cost of the program was attributed to low caseloads and redundancy in supervision. This study presents several practical program and research recommendations.  相似文献   

13.
Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary. Over the years several surveys have been developed to assess student readiness as a predictor of success in online programs; however, a review of the literature yielded limited results of their translation and criterion‐referenced validity. The researchers of this article sought to develop a more rigorous survey instrument for students to self‐assess readiness for online learning. The authors report on findings from a three‐phase study during which the instrument was developed, evaluated, and validated. Through the process of validation, the researchers systematically engaged in an iterative process to refine the instrument, which resulted in not only a more rigorous instrument but one that more clearly defines ready and situates it within the literature on learner characteristics, digital divide, and information and communications technology (ICT) engagement.  相似文献   

14.
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15.
Licensing has been a dynamic tension for the social work profession for many years, specifically in social work education. Increasingly, social work programs are using factors related to social work licensing (pass rates, number of test takers, etc.) as an indicator of programmatic success. Yet few, if any, published papers examine curricular innovations designed to prepare students for social work licensing exams. This article describes the initiative that one MSW program implemented to address licensing preparedness. After a brief overview of social work licensing, this article describes the contextual rationale, implementation, and evaluation of the Licensing Preparation Initiative (LPI). Since its inception in spring 2011, LPI data suggest that students are more knowledgeable about the process for applying to sit for the exam and the content areas of the exam, more prepared to take the social work licensing exam, and more confident in their ability to pass the social work licensing exam once they graduate. This article concludes with specific strategies and resources for designing a curricular initiative to address licensing preparedness.  相似文献   

16.
Teacher attrition: a review of literature   总被引：1，自引：0，他引：1  
Teacher attrition is generally positioned within research addressing teacher shortage, the wastage of resources and expertise, as well as that concerning teachers’ lowly status and poor working conditions. As such the research is fragmented and diverse. This paper attempts to draw together contemporary international attrition research in order to consider: how teacher attrition may be defined; patterns of attrition; influences upon attrition; the impact of attrition; and strategies employed for decreasing attrition. It concludes that research concerning teacher attrition requires the development of more comprehensive databases on teaching personnel and increased clarity of how attrition is being framed and investigated.  相似文献   

17.
To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five‐point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice. Anat Sci Educ 7: 135–143. © 2013 American Association of Anatomists.  相似文献   

18.
Mentoring in academia that encourages collaboration and interpersonal relationships is important in helping newer faculty members attain success. Developing such programs is challenging within our prevailing academic context that rewards competition and individually delineated success. We propose that Relational Cultural Theory, a feminist approach to healthy psychological growth, developed by Jean Baker Miller and colleagues at the Stone Center at Wellesley College, is an appropriate framework to guide effective mentoring programs, with a particular focus on cross-cultural mentoring of protégés in academia who are women and/or of color. We suggest the traditionally individual-oriented definition of success in academia could be modified toward more emphasis on collaboration, recognizing, and celebrating the rich diversity within academia. This emphasis can strengthen organizations by increasing and embracing diversity, adding to the richness of ideas and approaches to societal problems. Mentoring is defined through an expanded view that recognizes healthy collaboration as an indicator of success in academia.  相似文献   

19.
We investigate graduate school outcomes for students who entered economics Ph.D. programs in fall 2002. Students in Top-15 ranked programs and those with higher verbal and quantitative GRE scores are less likely to have dropped out, but no more likely to have graduated. Those with undergraduate degrees from Top-60 U.S. liberal arts colleges and from foreign universities have lower attrition and higher completion probabilities. There are important differences in the characteristics associated with retention and completion probabilities between U.S. citizens and non-citizens and between men and women.  相似文献   

20.

This paper examines the impact of a state‐wide mandatory testing and placement program operating in Tennessee's community college system as it relates to retention and academic progress of minority students. Utilizing the Board of Regents' data base, the records of 5,139 first‐time 1986 freshmen enrollees at Tennessee's ten public community colleges were examined and tracked through three successive academic quarters. Analysis suggests that of this group, only 22% were actually enrolled in college level programs, as the balance (78%) were in the developmental studies program. The constriction of college placement for minorities is especially severe, since developmental program requirements must be satisfied before they can proceed to earn college level credits. Of the 5,139 first time freshmen, only 56 black students were enrolled in college level courses, and of these, only 26 remained enrolled in Regents' institutions after three quarters. Analysis of attrition by ACT cohort suggests that attrition is higher for those enrolled in developmental studies programs, and 13% higher for minorities than for white students. These findings suggest that public officials may wish to assess if the testing and placement program as it is currently operating is achieving stated goals of improved retention and graduation of minority students  相似文献   

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