Active Learning of the Floor of Mouth Anatomy with Ultrasound     

Floyd E. Bell III  Francis H. Neuffer  T. Robert Haddad  James C. Epps  Michael E. Kozik  Brandon C. Warren 《Anatomical sciences education》2019,12(3):310-316

More emphasis is now being placed on active learning in medical education. Ultrasound is an active learning tool that can be used to supplement didactic instruction. This study describes a self-guided activity for learning floor of mouth ultrasound. Thirty-three first year medical students learned floor of mouth scan technique and ultrasound anatomy through a brief PowerPoint module. They subsequently performed the scan on a standardized patient. Each student was asked to label the floor of mouth muscles on the image he or she acquired. After the activity, the students were given a quiz on anatomic relationships of the floor of mouth. Perceptions about the activity were collected through a survey. All 33 students obtained a floor of mouth image within a three minute time limit. Twenty-four (73%) students were able to completely and accurately label the image in time. The mean score on the muscle relationships quiz was 93%. Overall perceptions were very positive with most students expressing a “high” or “very high” level of interest in incorporating similar self-guided activities within the curriculum. This study showed that it is feasible for students to learn scan technique and recognize relevant ultrasound anatomy in an independent fashion through a brief active learning module. Furthermore, the students found the activity enjoyable. The implication is that similar activities could be developed which would provide additional ways to incorporate active learning strategies.  相似文献   

Discrimination‐Related Stress Effects on the Development of Internalizing Symptoms Among Latino Adolescents          下载免费PDF全文

Selcuk R. Sirin  Lauren Rogers‐Sirin  Jessica Cressen  Taveeshi Gupta  Sammy F. Ahmed  Alfredo D. Novoa 《Child development》2015,86(3):709-725

This three‐wave longitudinal study of 173 Latino adolescents (M = 16.16 years, SD = 0.65) is designed to understand the role of discrimination‐related stress in mental health trajectories during middle to late adolescence with attention to differences due to immigration status. The results of the growth curve analysis showed that anxious‐depressed, withdrawn‐depressed, and somatic complaints significantly decreased over time. Furthermore, although discrimination‐related stress was found to be significantly related to the trajectories of three types of mental health symptoms, the results revealed that immigration status moderated these relations such that discrimination‐related stress was significantly related to these outcomes for Latino youth whose parents were born in the United States, while this relation was not significant for Latino children of immigrants.  相似文献   

Using an Assistive Technology Toolkit to Promote Inclusion   总被引：1，自引：0，他引：1  

Sharon Judge  Kim Floyd  Tara Jeffs 《Early Childhood Education Journal》2008,36(2):121-126

Although the use of assistive technology for young children is increasing, the lack of awareness and the lack of training continue to act as major barriers to providers using assistive technology. This article describes an assistive technology toolkit designed for use with young children with disabilities that can be easily assembled and implemented by early childhood professionals. Specifically, we will describe assistive technology tools that support young children’s participation in their daily activities that involve movement and sensory needs, communication, and interaction with materials and offer strategies on how to implement these devices. An assembled toolkit that allows young children with disabilities immediate access to experiences that lead to acquisition of skills they need to learn and grow is discussed.  相似文献   

The Karplus Islands Puzzle: Does it measure piagetian operations?     

Anthony J. D. Blake  Anton E. Lawson  Floyd H. Nordland 《科学教学研究杂志》1976,13(5):397-404

  相似文献   

Child Development and Neuroscience   总被引：7，自引：0，他引：7  

Charles A. Nelson  Floyd E. Bloom 《Child development》1997,68(5):970-987

Although developmental psychology and developmental neuroscience share interests in common problems (e.g., the nature of thought, emotion, consciousness), there has been little cross-fertilization between these disciplines. To facilitate such communication, we discuss 2 major advances in the developmental brain sciences that have potentially profound implications for under standing behavioral development. The first concerns neuroimaging, and the second concerns the molecular and cellular events that give rise to the developing brain and the myriad ways in which the brain is modified by both positive and negative life experiences. Recurring themes are that (1) critical, new knowledge of behavioral development can be achieved by considering the neurobiological mechanisms that guide and influence child development, and (2) these neurobiological mechanisms are in turn influenced by behavior.  相似文献   

More student trust,more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning     

John Chi Kin Lee  Sammy King Fai Hui  Po Yuk Ko 《The Journal of educational research》2019,112(4):463-472

Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-regulatory climate (i.e., academic emphasis, teacher trust, and student trust) on three features of self-regulated learning (i.e., self-efficacy, intrinsic motive, and self-regulation strategy). The results revealed both direct effects of academic emphasis on students’ use of self-regulation strategy, and indirect effects mediated by self-efficacy and intrinsic motive. Teacher trust has a positive impact on self-efficacy. While student trust has a positive impact on intrinsic motive, its relationship with self-regulation strategy is negative. Significant differences in school levels and gender were identified. The findings indicate that students in different cultures may have different expectations for teachers’ support in learning, which in turn influence the relationship between student trust in teachers and the use of self-regulation strategy. Implications for cultivating self-regulated learners are discussed in the article.  相似文献   

The role of the associate dean in UK universities: distributed leadership in action?     

Alan Floyd  Diane Preston 《Higher Education》2018,75(5):925-943

This paper reports on findings from a Leadership Foundation for Higher Education funded project exploring the role of associate deans in UK universities. While the number of associate deans leading cross-curricular and inter-disciplinary initiatives appears to be on the increase, there has been very little research focusing on the exact nature of the role and its importance, or otherwise, in the leadership and management of universities. Drawing on mixed-methods data from 15 semi-structured interviews and a follow-up online survey (n = 172), this paper reports on how the role is defined and positioned in relation to university organisational structures and identifies what the similarities and differences are between associate deans working at traditional and modern universities. As the first national survey of the role, it is argued that this paper makes a significant and original contribution to knowledge. By drawing on the concept of distributed leadership, the paper also offers new theoretical insights into how different types of universities in the UK are responding to external pressures as a consequence of the fast-changing and increasingly complex sector environment.  相似文献   

Mobility in China, 2020: a tale of four phases     

Suoyi Tan  Shengjie Lai  Fan Fang  Ziqiang Cao  Bin Sai  Bing Song  Bitao Dai  Shuhui Guo  Chuchu Liu  Mengsi Cai  Tong Wang  Mengning Wang  Jiaxu Li  Saran Chen  Shuo Qin  Jessica R Floyd  Zhidong Cao  Jing Tan  Xin Sun  Tao Zhou  Wei Zhang  Andrew J Tatem  Petter Holme  Xiaohong Chen  Xin Lu 《国家科学评论(英文版)》2021,8(11)

2020 was an unprecedented year, with rapid and drastic changes in human mobility due to the COVID-19 pandemic. To understand the variation in commuting patterns among the Chinese population across stable and unstable periods, we used nationwide mobility data from 318 million mobile phone users in China to examine the extreme fluctuations of population movements in 2020, ranging from the Lunar New Year travel season (chunyun), to the exceptional calm of COVID-19 lockdown, and then to the recovery period. We observed that cross-city movements, which increased substantially in chunyun and then dropped sharply during the lockdown, are primarily dependent on travel distance and the socio-economic development of cities. Following the Lunar New Year holiday, national mobility remained low until mid-February, and COVID-19 interventions delayed more than 72.89 million people returning to large cities. Mobility network analysis revealed clusters of highly connected cities, conforming to the social-economic division of urban agglomerations in China. While the mass migration back to large cities was delayed, smaller cities connected more densely to form new clusters. During the recovery period after travel restrictions were lifted, the netflows of over 55% city pairs reversed in direction compared to before the lockdown. These findings offer the most comprehensive picture of Chinese mobility at fine resolution across various scenarios in China and are of critical importance for decision making regarding future public-health-emergency response, transportation planning and regional economic development, among others.  相似文献   

The productive uncertainty of indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers     

Anthony-Stevens  Vanessa  Matsaw Jr  Sammy L. 《Cultural Studies of Science Education》2020,15(2):595-613

Cultural Studies of Science Education - This study, undertaken in the Northwest USA, explores how graduate students in an interdisciplinary social–ecological systems research course...  相似文献   

Transferring Leadership Skills: When Community College Presidents Become University Professors     

Deborah L. Floyd  Berta Vigil Laden 《Community College Journal of Research & Practice》2013,37(11):913-932

University graduate-level programs are striving to address needs for community college leaders. One way they are doing this is by strengthening their graduate programs with relevant community college courses. Increasingly, however, community college presidents are being invited to join universities in professorial roles. These new graduate faculty leaders are bringing valuable transferable skills and experiences, but they are also experiencing transitional challenges. Studies have been conducted about other university executive administrators transitioning to university professor roles, but no studies have been conducted about community college presidents making this transition. This article represents an initial effort to explore a distinct class of leaders within academe—community college presidents-turned-professor. The findings of this exploratory study of 12 former community college presidents who transitioned to graduate university professors are reported along with stories, lessons learned, and advice for successfully crossing over from the community college sector to the university one.  相似文献