The heyday of paedology in Belgium (1899–1914): A positivistic dream that did not come true     

Marc Depaepe 《International Journal of Educational Research》1998,27(8):687

At the beginning of the 20th Century Belgium was said to be a center of the so-called paedological research. Since 1899 Medard Schuyten directed the internationally well known paedological laboratory in Antwerp; in 1912, Josefa Ioteyko founded in Brussels, as an outcome of the first world congress for paedology in Brussels in 1911, the “International Faculty of Paedology”. Mainly on the basis of these Belgian sources, this chapter demonstrates how much the human sciences at the time were captivated by natural scientific thought and scientific optimism.  相似文献   

Does spatial awareness training affect anatomy learning in medical students?     

Rene A. Gonzales  Gordon Ferns  Marc A. T. M. Vorstenbosch  Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.  相似文献   

疯狂的奔跑     

潘晨曦 《海外英语》2009,(12):18-18

52岁的史蒂芬·霍尔曼参加撒哈拉沙漠124．9英里（201公里）长跑。为这次年度沙漠马拉松比赛,他把途中要吃的食物全都塞进背包．重达25磅（11．3公斤）（包括他用擀面杖压碎以节省空间的薯片）。在100华氏度（约38摄氏度）的高温下,他艰难地爬过了一座座200英尺（约70米）高的沙丘,有时手脚并用。有天夜里,他独自遭遇沙暴,无法确定前进的方向是否正确时,他心想,“这就对了,这就是我参赛的原因。”  相似文献   

IQ and neuropsychological predictors of academic achievement     

Susan Dickerson Mayes  Susan L. Calhoun  Edward O. Bixler  Dennis N. Zimmerman 《Learning and individual differences》2009,19(2):238-241

Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI) and Coding contributed to math prediction. The remaining neuropsychological test scores did not significantly improve achievement prediction. Exploratory factor analysis yielded a general ability factor (comprising the four IQ subtests, Digit Span, VMI, reading, and math), five factors made up solely of subtests from single measures (Wisconsin Card Sorting Test, Stroop Color and Word Test, Gordon Diagnostic System, California Verbal Learning Test, and ADHD ratings), a factor consisting of Grooved Pegboard Test and Coding, and a factor consisting of Symbol Search and Animal Naming Test.  相似文献   

Facteurs associés à la rétention des signalements impliquant un abus sexuel     

Marc Tourigny  Marie Jacob  Isabelle Daigneault  Martine Hébert  John Wright 《Child abuse & neglect》2009,33(12):888-896

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Approaches to teaching in mainstream and separate postsecondary classrooms     

Marschark M  Richardson JT  Sapere P  Sarchet T 《American annals of the deaf》2010,155(4):481-487

The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms.  相似文献   

Cultivating Virtue in Teaching: The Role of the Personal,the Professional,and the Situational     

Aaron S. Zimmerman 《The Educational forum》2018,82(1):97-110

It has been argued that virtuous teaching dispositions are essential to high-quality teaching. Discourse around dispositions, however, is still murky because there are contradictions in the field in regard to the issue of virtue. What is the source of teacher virtue, and how might it be cultivated? This essay explores evidence and implications for three possible sources of teacher virtue: the teacher's personality, the teaching profession, and the teacher's situational context.  相似文献   

Promoting physical activity using a wearable activity tracker in college students: A cluster randomized controlled trial     

Youngdeok Kim  Angela Lumpkin  Marc Lochbaum  Steven Stegemeier  Karla Kitten 《Journal of sports sciences》2018,36(16):1889-1896

This study examined the effects of utilizing a wearable activity tracker in a credit-based physical activity instructional program (PAIP) for promoting physical activity (PA) in college students. Fourteen PAIP courses in a large public university were randomly assigned into intervention (k = 7; n = 101) and control (k = 7; n = 86) groups. All courses focused on a core curriculum that covers basic exercise and behavioral science contents through lectures and activity sessions. A Misfit Flash activity tracker was provided to students in the intervention group. Objective PA assessments occurred at baseline, mid-, and end-of-semester during a 15-week academic semester. The control group showed a significant reduction in moderate- and vigorous-intensity PA (MVPA) minutes from baseline to the end-of-semester (P <.05), whereas the intervention group showed no changes in MVPA minutes over time. However, the intervention group also showed increased sedentary time and decreased time spent in light-intensity PA during the intervention period. Taken together, the present study found null effects of utilizing the wearable activity tracker in promoting PA in college students suggesting that intervention of primary using the wearable activity tracker as a behavior change strategy may not be effective to increase in PA in this setting.  相似文献   

数字土著数字移民   总被引：3，自引：0，他引：3  

Marc Prensky  胡智标  王凯  Hu Zhibiao 《远程教育杂志》2009,(2)

不同的经历产生不同的大脑认知结构。当今的学生,由于其生活环境和生活方式（数字化世界）的不同,他们的思维模式已经发生根本的改变,他们是“数字土著”的一代,他们的教育者则是“数字移民”。当今教育面临的一个最大的问题是：我们的这些作为“数字移民”的教育者,说着过时的语言（前数字化时代语言）,正在吃力地教育一种全新语言的人群。为此,应改革教育方法与内容,教师必须学会用他们学生的语言和方式与之交流,并加强“未来”内容的教学,而“教育游戏”则是方法与内容最佳的结合体：  相似文献   

Spatial abilities in an elective course of applied anatomy after a problem‐based learning curriculum     

Jean Langlois  George A. Wells  Marc Lecourtois  Germain Bergeron  Elizabeth Yetisir  Marcel Martin 《Anatomical sciences education》2009,2(3):107-112

A concern on the level of anatomy knowledge reached after a problem‐based learning curriculum has been documented in the literature. Spatial anatomy, arguably the highest level in anatomy knowledge, has been related to spatial abilities. Our first objective was to test the hypothesis that residents are interested in a course of applied anatomy after a problem‐based learning curriculum. Our second objective was to test the hypothesis that the interest of residents is driven by innate higher spatial abilities. Fifty‐nine residents were invited to take an elective applied anatomy course in a prospective study. Spatial abilities were measured with a redrawn Vandenberg and Kuse Mental Rotations Test in two (MRT A) and three (MRT C) dimensions. A need for a greater knowledge in anatomy was expressed by 25 residents after a problem‐based learning curriculum. MRT A and C scores obtained by those choosing (n = 25) and not choosing (n = 34) applied anatomy was not different (P = 0.46 and P = 0.38, respectively). Percentage of residents in each residency program choosing applied anatomy was different [23 vs. 31 vs. 100 vs. 100% in Family Medicine, Internal Medicine, Surgery, and Anesthesia, respectively; P < 0.0001]. The interest of residents in applied anatomy was not driven by innate higher spatial abilities. Our applied anatomy course was chosen by many residents because of training needs rather than innate spatial abilities. Future research will need to assess the relationship of individual differences in spatial abilities to learning spatial anatomy. Anat Sci Ed 2:107–112, 2009. © 2009 American Association of Anatomists.  相似文献