An Approach to Economic Evaluation in Undergraduate Anatomy Education     

Samuel D. Chumbley  Vikram S. Devaraj  Karen Mattick 《Anatomical sciences education》2021,14(2):171-183

Medical education research is becoming increasingly concerned with the value (defined as “educational outcomes per dollar spent”) of different teaching approaches. However, the financial costs of various approaches to teaching anatomy are under-researched, making evidence-based comparisons of the value of different teaching approaches impossible. Therefore, the aims of this study were to report the cost of six popular anatomy teaching methods through a specific, yet generalizable approach, and to demonstrate a process in which these results can be used in conjunction with existing effectiveness data to undertake an economic evaluation. A cost analysis was conducted to report the direct and indirect costs of six anatomy teaching methods, using an established approach to cost-reporting. The financial information was then combined with previously published information about the effectiveness of these six teaching methods in increasing anatomy knowledge, thereby demonstrating how estimations of value can be made. Dissection was reported as the most expensive teaching approach and computer aided instruction/learning (CAI/L) was the least, based on an estimation of total cost per student per year and assuming a student cohort size of just over 1,000 (the United Kingdom average). The demonstrated approach to economic evaluation suggested computer aided instruction/learning as the approach that provided the most value, in terms of education outcomes per dollar spent. The study concludes by suggesting that future medical education research should incorporate substantially greater consideration of cost, in order to draw important conclusions about value for learners.  相似文献   

Material-Mind-Method: On the Teaching of Reference Incorporating Feminist Pedagogies in Reference Education     

Loriene Roy  Karen Scott 《The Reference Librarian》2020,61(1):70-74

ABSTRACT

Reference education instruction is compatible with the theories and praxis of feminism. This column features key concepts in feminist theories and provides examples of how current education for future reference librarians illustrates and encompasses these theories.  相似文献   

The last word: A look ahead     

Karen Williams 《Roeper Review》2013,35(4):269-270

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Common Core State Standards,Writing, and Students with LD: Recommendations     

Steve Graham  Karen R. Harris 《Learning disabilities research & practice》2013,28(1):28-37

This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards.  相似文献   

R. V. THE MEDICINES CONTROL AGENCY, EX PARTE SMITH & NEPHEW PHARMACEUTICALS LIMITED (PRIMECROWN LIMITED INTERVENING)     

High Court of Justice--Chancery Division   《RPC》1999,116(20):705-716

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CHOCOSUISSE UNION DES FABRICANTS SUISSE DE CHOCOLAT AND OTHERS V. CADBURY LIMITED     

High Court of Justice - Chancery Division   《RPC》1998,115(4):117-154

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South by Northwest: An Educational Television Series Designed to Teach Regional Black History     

Dennis A. Warner  Karen F. Swoope  Michael A. Balasa  Lyle W. Mettler  Quintard Taylor  Dennis L. Haarsager 《Equity & Excellence in Education》2013,46(1-4):94-97

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Concept Development and Meaningful Learning Among Electrical Engineering Students Engaged in a Problem-Based Laboratory Experience     

Karen E. Bledsoe  Lawrence Flick 《Journal of Science Education and Technology》2012,21(2):226-245

This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected concepts during problem-solving. Significant to PBL research, each subject’s body of meaningful learning changed with each new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute significantly to problem-solving success. The article presents a testable model of learning in PBL for further research.  相似文献   

Linking online course design and implementation to learning outcomes: A design experiment     

Karen Swan  Daniel Matthews  Leonard Bogle  Emily Boles  Scott Day 《The Internet and Higher Education》2012,15(2):81-88

This paper reports on preliminary findings from ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at a small, Midwest public university. Researchers are using the Quality Matters (QM) and Community of Inquiry (CoI) frameworks to guide the iterative redesign of core courses in the program. Preliminary results from the redesign of one course suggest that such approach can improve student learning outcomes. Results also support the efficacy of the QM and CoI theoretical frames, and the usefulness of design-based approaches in online learning.  相似文献   

A cross-disciplinary approach to teaching data literacy and proportionality     

Philip Vahey  Ken Rafanan  Charles Patton  Karen Swan  Mark van ’t Hooft  Annette Kratcoski  Tina Stanford 《Educational Studies in Mathematics》2012,81(2):179-205

The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and implementing the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards.  相似文献