A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes     

Justin D. Lewin  Erin L. Vinson  MacKenzie R. Stetzer  Michelle K. Smith 《CBE life sciences education》2016,15(1)

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.  相似文献   

Introduction from Your New Editors     

Philip Rosenbaum  Ryan D. Weatherford 《Journal of College Student Psychotherapy》2016,30(2):77-78

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Erratum to: The uses of style and the ‘big picture’ history of science     

Victor D. Boantza 《Metascience》2015,24(1):169-169

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Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look     

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Automatic path planning for an unmanned drone with constrained flight dynamics     

K. S. Yakovlev  D. A. Makarov  E. S. Baskin 《Scientific and Technical Information Processing》2015,42(5):347-358

In the article we solve path planning task for an agent being multirotor unmanned aerial vehicle (multicopter). We propose an approach of estimating path geometry constraints based on UAV flight dynamics model and control constraints. Than we introduce a new path finding method which takes into consideration those geometry constraints and study this method both theoretically and empirically.  相似文献   

Assessing library topics using sentiment analysis in R: a discussion and code sample     

Brady D. Lund 《Public Services Quarterly》2020,16(2):112-123

Abstract

This article discusses the use of R programing language for executing a sentiment analysis of tweets pertaining to library topics. This discussion is situated within the literature of marketing and management sciences, which is employing methods of machine learning and business intelligence to make informed decision-making, and library administration, which has expressed great interest in social media engagement within its literature but has yet to adopt these types of analysis. Presented in this article is a sample code with instructions on how users may execute it within R to retrieve and analyze tweets relevant to library services. Two examples created using the code (analysis of top librarians’ tweets and analysis of posts about major book publishers) are used to demonstrate the functionality of the code. The code presented in this article may be used by libraries to analyze tweets about their library and library-related topics, which, in turn, may inform management and marketing design.  相似文献   

Improving cognitive and physical function through 12-weeks of resistance training in older adults: Randomized controlled trial     

Paulo Ricardo Pereira Dos Santos  Bruno Remígio Cavalcante  Andreya Karolyne Dos Santos Vieira  Marcos Duarte Guimarães  Antônio Marconi Leandro Da Silva  Anderson Da Costa Armstrong 《Journal of sports sciences》2020,38(17):1936-1942

ABSTRACT

We performed a randomized, controlled trial to analyse the effects of resistance training (RT) on cognitive and physical function among older adults. Fifty participants (mean age 67 years, ~60% woman) were randomly assigned to an RT program or a control group. Participants allocated to RT performed three sets of 10-15RM in nine exercises, three times per week, for 12-weeks. Control group did not perform any exercise. Variables included cognitive (global and executive function) and physical function (gait, mobility and strength) outcomes. At completion of the intervention, RT was shown to have significantly mitigated the drop in selective attention and conflict resolution performance (Stroop test: -494.6; 95%CI: -883.1; ?106.1) and promoted a significant improvement in working memory (digit span forward: -0.6; 95%CI: ?1.0; ?0.1 and forward minus backward: -0.9; 95% CI: ?1.6; ?0.2) and verbal fluency (animal naming: +1.4, 95%CI 0.3, 2.5). No significant between-group differences were observed for other cognitive outcomes. Regarding physical function, at completion of the intervention, the RT group demonstrated improved fast-pace gait performance (?0.3; 95% CI: ?0.6; ?0.0) and 1-RM (+21.4 kg; 95%CI: 16.6; 26.2). No significant between-group differences were observed for other mobility-related outcomes. In conclusion, RT improves cognitive and physical function of older adults.  相似文献   

Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine     

Jean B. Schumaker  Joseph B. Fisher  Lisa D. Walsh  Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.  相似文献   

Libraries and Spatial Literacy: Toward Next-Generation Education     

Benjamin D. Branch 《College & Undergraduate Libraries》2014,21(1):109-114

The role of the library is to assist citizens in skills development critical to national interest and empowerment as literacy ambassadors, in general. Specifically, the work by the Federal Geographic Data Committee (1994) indicates that spatial literacy is for every citizen and not just a set of workforce specialists. Hence, the use of maps in decision making and problem solving will become fundamental to all professions, including library professionals. Thus, a spatial literacy awareness and rationale for such as standard job ability is discussed as a future librarian workforce proficiency and knowledge transfer medium.  相似文献   

Parents’ and teachers’ perceptions of quality in Portuguese childcare classrooms     

Sílvia Barros  Teresa B. Leal 《European Journal of Psychology of Education - EJPE》2015,30(2):209-226

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