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1.
Abstract

Effects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward pedagogies, with students rewarded based on their spelling scores. An ABABA design (A?=?implementation; B?=?withdrawal) was used for each reward pedagogy. Results revealed an interaction between reward pedagogy and ability level on both spelling scores and prosocial behavior, such that different pedagogies were more effective for different ability levels. One promising way forward, however, draws from the finding that cooperative-competitive reward pedagogy was effective for both outcomes across all ability groups.  相似文献   

2.
ABSTRACT

Despite elevated rates of suicide and evidence of poor mental health among medical professionals, there is a paucity of research in the UK into the mental health of students destined for these careers. This study estimated and compared the prevalence of mental ill-health in students studying veterinary medicine, medicine, dentistry and pharmacy in the United Kingdom. A group of law students was also included, who, although subject to similar stressors as undergraduates, do not go on to share a heightened risk of suicide as professionals. A total of 1744 respondents completed a questionnaire with validated measures to assess wellbeing, psychological distress, depression and suicidal ideation and attempts. Results indicated that law students experienced the poorest mental health of the student groups studied. Wellbeing was highest among veterinary and medical students. However, the medical students were the most likely to have previously attempted suicide. These findings highlight the importance of directly comparing student groups and of appropriately supporting students as they progress through training and into the professions.  相似文献   

3.
Abstract

The average grades in college, the Medical College Admission Test (MCAT) scores, and academic achievement were studied among students in relation to the National Board (NB) scores in the 4-year program at one medical school. Results indicate that most effective predictor variable for performance on the NB examinations is the second year of medical school. In Part I of the NB examinations, the most effective contribution of the second year academic record is found in Physiology; the least effective contribution is indicated for Biochemistry. In Part II of the NB examinations, the most effective contribution of the second year academic record is found in Medicine and Surgery; the least effective contribution is noted for Psychiatry. Further, a student's MCAT scores were not related to academic achievement in medical school.  相似文献   

4.
《Africa Education Review》2013,10(2):219-235
Abstract

Education for transformation and social justice calls for critical, reflective, imaginative and independent thinkers with enquiring minds and a strong sense of curiosity – the ends and means of what Jonathan Jansen calls a ‘pedagogy to disrupt’ and Gert Biesta a ‘pedagogy of interruption’. For this reason, I introduced an innovative pedagogy in some of my courses at the School of Education, University of the Witwatersrand in Johannesburg – the internationally established ‘community of enquiry’ pedagogy. I report on how in an Ethics course the pedagogy opened up a space for undergraduate students to disclose their own experiences of corporal punishment in the schools where they were placed for teaching practice. The pedagogy made room for a critical incident to emerge that was painful for both tutors and students, but, as I argue, crucial for participation, inclusion and the demands of open-mindedness, critical thinking and also solidarity required in a deliberative democracy.  相似文献   

5.
ABSTRACT

This article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline.  相似文献   

6.
BackgroundAlthough research on the negative effects of childhood poly-victimization is substantial, few studies have examined the relationship between poly-victimization and younger children’s physical health and diseases.ObjectiveThis study examines the associations between poly-victimization and children’s health problems requiring medical attention.MethodsA national stratified cluster random sampling was used to select and approach 25% of the total primary schools in Taiwan, and 49% of the approached schools agreed to participate in this study. We collected data with a self-report questionnaire from 6233 (4th-grade) students aged 10–11, covering every city and county in Taiwan.ResultsLogistic regression analyses demonstrate a significant dose-response relationship between children’s poly-victimization exposure and their health problems including hospitalization, serious injury, surgery, daily-medication requirements, heart murmurs, asthma, dizziness or fainting, allergies, kidney disease, therapies for special needs, smoking, and alcohol use. The results indicate that children’s risk of having a health problem grew significantly with each increase in the number of victimization types that children experienced.ConclusionsThese research findings underscore the effect of poly-victimization on children’s health problems requiring medical attention, and stress the need for both proper screening methods for children’s exposure to poly-victimization and stronger awareness of poly-victimization’s effects on health conditions in healthcare clinics.  相似文献   

7.
ABSTRACT

As the world becomes more interconnected, educators have opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism and the pedagogy of collaborative inquiry, this collective case study explores how Chinese and American teachers perceive the assets and challenges of conducting collaborative inquiry with their students across cultures, and how they collaboratively planned in order to conduct these inquiries. Results demonstrated both assets (i.e. promotion of global citizenship and interpersonal skills) and challenges (i.e. digital access and the need for sustainable external support). Additionally, results on how the teachers collaborated revealed the four dimensions of educational cosmopolitanism (i.e. hospitality, reflexivity, intercultural dialogue, and transactions of perspectives) were in play, although to varying degrees. The research sheds light on how educational cosmopolitanism holds promise as a potential theoretical lens for conducting collaborative inquiry with culturally and geographically diverse teachers and students.  相似文献   

8.
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9.
Abstract

Drawing on Bourdieu’s theory of practice, this paper aims to understand whether and how a reproduction of the status hierarchy of medical specialties and diagnoses occurs within a medical school in a North European context as well as students’ educational strategies given the hierarchy. We report data from a cross-sectional survey conducted on a sample of Danish medical students. The 289 respondents ranked diseases and specialities, based on how they believed most health personnel would rank them. In addition, 18 in-depth interviews with medical students were conducted. Comparing the ranking responses of early, mid and late phase students, the analysis tracks the gradual convergence and broad agreement around a hierarchy. The paper concludes that medical school is a highly competitive field of higher education, where distinction is invested in and reproduced by curricular knowledge. This distinction is reinforced within wider structural elements such as governmental educational policies.  相似文献   

10.
Abstract

This randomized, controlled field trial estimated the causal impact of a technology-based geometry curriculum on students’ geometry achievement, as well as their attitudes toward mathematics and technology. The curriculum combines learner-centered classroom pedagogy with individualized, computer-based student instruction. Conducted over a 3-year period in eight high schools within an urban fringe district, the study found that students assigned to the treatment curriculum scored 19% of a standard deviation lower on the geometry posttest than their counterparts assigned to the district's standard curriculum, but found no statistically significant impact on students’ attitudes toward mathematics and technology. Researchers also collected observation and interview data on teachers’ instructional practices. These data suggest that many teachers had difficulty implementing the treatment curriculum's learner-centered pedagogy. In fact, observed levels of learner-centered practices were only modestly higher in treatment classes than in control classes. In both treatment and control classes, however, higher levels of learner-centered pedagogy were associated with higher student achievement in geometry.  相似文献   

11.
ABSTRACT

Background

Inquiry pedagogy has been advocated as means to engage and motivate students to learn science. The development of teacher formative assessment practice in inquiry is key for a successful implementation of student-centred inquiry pedagogy in the classroom.  相似文献   

12.
Abstract

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes.  相似文献   

13.
ABSTRACT

In the context of increasing international mobility in higher education, educators experience multiple challenges in the classroom. In the UK, policy discourses often frame international students as desirable resources. However, international students are frequently problematised as in academic deficit. Cultural reasons are posited for different patterns of participation in seminar discussions and critical engagement. This deficit narrative is neo-imperialist. A critical and ethical pedagogy should position international students as equals and as co-contributors. This article suggests that by changing pedagogical structures of traditional higher education classroom in the UK, subverting norms for epistemological interactions, international students can be empowered to engage actively and critically. This approach draws on the principles of Active Blended Learning to develop an ethical pedagogy, with equitable epistemic access for internationally mobile students. This paper explores how a module designed in keeping with ethical pedagogy [Madge, Clare, Parvati Raghuram, and Patricia Noxolo. 2009. “Engaged Pedagogy and Responsibility: A Postcolonial Analysis of International Students.” Geoforum 40 (1): 34–45] succeeded in critically engaging students.  相似文献   

14.
Approximately equal numbers of Canadian and American education students rated each of four teacher types in terms of 24 characteristics. The ratings were factor-analyzed and the teacher types were arrayed along the four resultant principal components. A stepwise discriminant analysis was performed. Dissonance theory suggests that findings have implications not only for teaching pedagogy but for persons seeking student feedback on teachers as well.  相似文献   

15.
ABSTRACT

This paper argues that affect bears a potent teaching capacity. To do so, it explores the intensities that built around a student-teacher's dismissal from a US school placement. In this incident, the topic of homophobia in a poetry lesson elicited a buzz among students that enacted a pedagogy that exceeded the speaking subject. It was these animating capacities of affect, the author argues, that were deemed particularly threatening by the school. Affect as pedagogy puts pressure on legacies that position the human, usually the teacher, as the sole locus of pedagogy in the classroom and that privilege telos-driven notions of curricular ‘progress’. The paper concludes by drawing connections between the animating capacities of affect and larger debates around trigger warnings on curricular materials. The author suggests that, rather than seeking to foreclose intensities in classrooms, educators might pay more attention to how affect offers richly generative, but often overlooked, sites of pedagogical force.  相似文献   

16.
ABSTRACT

The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015.  相似文献   

17.
ABSTRACT

Learning management systems (LMS) have been utilised for enhancing the quality of learning and teaching in higher education, yet the cultural needs of Indigenous students are rarely considered. The study reimagines culturally inclusive learning in an LMS by critically reviewing theories of culturally inclusive learning and Indigenous pedagogical values. It explores perceptual gaps between Indigenous cultural needs and the current use of an LMS through analysis of data collected from Indigenous students and academic staff via an online questionnaire (n = 100) and face-to-face interviews (n = 20) at one Australian university. As a result, it articulates and unpacks mythical perceptions of using an LMS. Consequently, there is clear evidence that Indigenous students expect to experience more human-to-human interactions and develop a sense of community through the use of available communication tools, whereas academic staff tend to rely on a binary opposition between pedagogy and culture in which culture is regarded as a subordinate concept to pedagogy.  相似文献   

18.
BackgroundAs concerns around student mental health increase, universities are looking at preventative and universal interventions. The aim was to conduct a systematic review of curriculum-embedded interventions that target student mental health and wellbeing at university.MethodThis was a systematic review of longitudinal pre-/post-studies of curriculum-embedded interventions to improve the mental health and wellbeing of students. Seven electronic databases were searched from June 2015 to May 2020. The vote counting method was used to synthesise studies.ResultsForty-six studies were included in the review. Studies were heterogeneous, and mostly underpowered and rated ‘poor’ in the risk of bias assessment due to poor and inconsistent reporting. Overall, most curriculum-embedded interventions did not influence stress or anxiety.DiscussionThere is no strong evidence to support the impact of curriculum-embedded interventions for improving student mental health or wellbeing. Greater funding opportunities would allow for multi-programme and inter-institutional collaboration to improve the power of studies. Improved quality of reporting would enable high-quality meta-analyses, optimizing conclusions being drawn.  相似文献   

19.
ObjectiveThe primary purpose of this paper was to narratively review the research testing the effects of mindfulness meditation on stress and anxiety in the college students; reviewing the inclusion of mindfulness was a secondary purpose.MethodsA literature search resulted in 57 studies on the effectiveness of mindfulness meditation in reducing stress and anxiety in college students.ConclusionsResearchers examined anxiety in 40 studies, self-reported stress in 34, physiological stress in 11, and mindfulness in 24. Thirty-three of 40 and 25 of 34 studies showed significant decreases in anxiety and stress respectively; 22 of 24 showed an increase in mindfulness. Physiological stress had inconsistent results indicating a need for further research. Overall, mindfulness meditation shows promise in reducing stress and anxiety in college students. Additionally, there are a number of differences in mindfulness interventions including frequency, duration, instructional method, and inclusion of yoga, that need quantitative examination (meta-analysis) to determine which is most effective.  相似文献   

20.
Abstract

It is widely accepted in the mathematics education community that pedagogies oriented toward inquiry are aligned with a constructivist theory of learning, and that these pedagogies effectively support students’ learning of mathematics. In order to promote such an orientation, we first separate the idea of inquiry from its conception as a collection of methods. Then, by grounding those methods in a generally accepted theory of learning, we construct an inquiry-oriented pedagogy from a constructivist perspective. We then discuss the implications of this pedagogy for the design of mathematical tasks that democratize student access to inquiry. This work has implications for educators who wish to enact an inquiry-oriented pedagogy in their classroom in order to support their students’ problem solving and problem posing.  相似文献   

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