Independence in learning: towards community     

Veronica McKay  Mike Sarakinsky  Elija Sekgobela 《Open Learning》2013,28(2):52-55

  相似文献   

Promotion of body donation and use of cadavers in anatomical education at the University of Padova     

Raffaele De Caro M.D.  Veronica Macchi M.D.  Andrea Porzionato M.D. 《Anatomical sciences education》2009,2(2):91-92

  相似文献   

Recovering Predictor–Criterion Relations Using Covariate-Informed Factor Score Estimates     

Patrick J. Curran  Veronica T. Cole  Daniel J. Bauer  W. Andrew Rothenberg  Andrea M. Hussong 《Structural equation modeling》2018,25(6):860-875

Although it is currently best practice to directly model latent factors whenever feasible, there remain many situations in which this approach is not tractable. Recent advances in covariate-informed factor score estimation can be used to provide manifest scores that are used in second-stage analysis, but these are currently understudied. Here we extend our prior work on factor score recovery to examine the use of factor score estimates as predictors both in the presence and absence of the same covariates that were used in score estimation. Results show that whereas the relation between the factor score estimates and the criterion are typically well recovered, substantial bias and increased variability is evident in the covariate effects themselves. Importantly, using covariate-informed factor score estimates substantially, and often wholly, mitigates these biases. We conclude with implications for future research and recommendations for the use of factor score estimates in practice.  相似文献   

Classically conditioned tail flexion in rats: CR-contingent modification of US intensity as a test of the preparatory response hypothesis     

Ralph R. Miller  Carolyn Greco  Michael Vigorito 《Learning & behavior》1981,9(1):80-88

A classically conditioned tail flexion in rats with a white noise as the conditioned stimulus and a tailshock as the unconditioned stimulus is shown to arise as a result of contingent presentation of the two stimuli rather than from sensitization or pseudoconditioning. After achieving an asymptote for conditioned tail flexion, different groups received response-contingent tail-shock increment, decrement, or omission. None of these treatments appreciably altered the probability of a conditioned response. Evidence is presented demonstrating that the response was sensitive to changes in the relationship between the stimuli and that the subjects could differentiate the various shock levels. The present data are viewed as inconsistent with the preparatory response hypothesis, which posits that classically conditioned behavior depends upon intrinsic reinforcement of components of the conditioned response syndrome. The possibility is discussed that classically conditioned responses observed in the laboratory are often only part of a larger, perhaps more clearly instrumental, set of behaviors that would occur in the unrestrained animal.  相似文献   

Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong     

Peter Kutnick  Dennis C. L. Fung  Ida. A. C. Mok  Frederick K. S. Leung  Johnson C. H. Li  Betty P.-Y. Lee  Veronica K. W. Lai 《International Journal of Science and Mathematics Education》2017,15(5):957-978

The Hong Kong Education Bureau recommends that primary school pupils’ mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9–10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms.  相似文献   

HIV/AIDS knowledge, attitudes, and risk-behaviors among African-American and Caribbean college women   总被引：2，自引：0，他引：2  

Kisha Braithwaite  Veronica G. Thomas 《International journal for the advancement of counseling》2001,23(2):115-129

The HIV/AIDS knowledge, attitudes, and sexualrisk-taking behaviors of a sample ofAfrican-American and Caribbean college wereinvestigated. The study also explored therelationship between the women's self-esteem,self-efficacy, sexual communication, andreligiosity and their HIV knowledge, attitudes,and risk behaviors. Findings revealed thatwhile both groups of women were fairlyknowledgeable about HIV/AIDS transmission andprevention, their sexual risk-taking behaviorswere still relatively high. TheAfrican-American women were more knowledgeableabout HIV/AIDS than were the Caribbean women. Also, the African-American women engaged insignificantly fewer sexual risk-takingbehaviors than their Caribbean femalecounterparts. No significant cultural groupdifferences emerged on attitudes towardHIV/AIDS as a disease, HIV infected persons,and AIDS-related issues. A number ofsignificant correlations were found. The studyconcludes that HIV/AIDS counseling andprevention approaches that are ethnic,cultural, and gender appropriate are vital forincreasing both cognitive and behavioralchanges in culturally diverse young women.  相似文献   

Working with Muslims in Counselling—Identifying Sensitive Issues and Conflicting Philosophy     

Veronica?WilliamsEmail author 《International journal for the advancement of counseling》2005,27(1):125-130

Islam is currently at the forefront of world news and the publicity it receives does not always reflect the reality which counsellors meet when working with Muslim clients. This paper proposes that in working with Muslim clients it is important to identify and avoid making false assumptions concerning Muslim beliefs, values and practices and in the process and content of counselling, to be acutely aware of issues and practices, which are sensitive, and to work within the boundaries which religious beliefs set. The final section attempts to identify some key areas of training for counsellors working with Muslim clients.This article is based on a talk given at the IAC (International Association for Counselling) Conference in Geneva in April 2003.  相似文献   

Taking up the challenge of evidencing value in educational development: from theory to practice     

Veronica Bamber  Lorraine Stefani 《International Journal for Academic Development》2016,21(3):242-254

Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.  相似文献   

Notebook computers as note-takers for handicapped students     

Veronica James  Michael Hammersley 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):63-66

This article is based on a study undertaken as an extension of our Phones for the Deaf programme. In the original programme, PC computers, linked by modems and null-modems, have been used very successfully as a means of communication between hearing-impaired persons and their hearing peers. In this study, the use of cable-linked computers has been extended into the classroom to provide an extremely effective note-taking system. This use of computer technology has proved to be both more efficient and at the same time far less intrusive than the conventional note-taker or signing systems. It provides at the same time complete participation within the class for the student and a hard-copy of the proceedings for later study.  相似文献   

Validation of clay modeling as a learning tool for the periventricular structures of the human brain          下载免费PDF全文

Veronica Akle  Ricardo A. Peña‐Silva  Diego M. Valencia  Carlos W. Rincón‐Perez 《Anatomical sciences education》2018,11(2):137-145

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists.  相似文献