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51.
Identification of histological threshold concepts in health sciences curricula: Students' perception
Miguel A. Martin-Piedra Salvador Saavedra-Casado Antonio Santisteban-Espejo Fernando Campos Jesus Chato-Astrain Oscar Dario Garcia-Garcia David Sanchez-Porras Juan de Dios Luna del Castillo Ismael Angel Rodriguez Antonio Campos 《Anatomical sciences education》2023,16(1):171-182
Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula. 相似文献
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Jose M. Castillo Amanda L. March Sim Yin Tan Kevin M. Stockslager Amber Brundage Mollie Mccullough Sujay Sabnis 《Psychology in the schools》2016,53(9):893-910
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed. 相似文献
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Miguel ángel Cano Linda G. Castillo Matthew J. Davis Araceli López-Arenas Juana Vaquero Keisha V. Thompson Isaac M. Saldivar 《International journal for the advancement of counseling》2012,34(3):231-241
This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4?% of the variance of educational expectations was accounted for by all predictor variables included in the model. Age, acculturation, and conscientiousness had statistically significant direct effects on educational expectations. Findings also show that elements of ethnic identity and conscientiousness mediated the association from acculturation and enculturation to educational expectations. Implications of the findings for counselors are addressed. 相似文献
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Richard K. Olson Jacqueline Hulslander Micaela Christopher Janice M. Keenan Sally J. Wadsworth Erik G. Willcutt Bruce F. Pennington John C. DeFries 《Annals of dyslexia》2013,63(1):25-43
Identical and fraternal twins (N?=?540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement—Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (phonological awareness, rapid naming, and vocabulary), and three different reading skills (word recognition, spelling, and reading comprehension). Substantial genetic influence was found on two of the writing measures, writing samples and handwriting copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for Vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures writing fluency and handwriting copy), but there were also significant independent genetic influences between copy and samples and between fluency and samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for copy and samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading. 相似文献
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OBJECTIVE: Understanding the impediments that prevented sexually abused adolescents from disclosure to their family or to professionals, and analyzing the responses they received when they did disclose. METHODS: In depth anonymous interviews were conducted in Italy through a toll-free telephone line with 36 young people who experienced sexual abuse in adolescence. A qualitative analysis was carried out of the adolescents' feelings, fears and needs, and of the help received, if any. RESULTS: The main impediments to disclose to a family member were fear of not being believed, shame, and fear of causing trouble to the family. The main impediments for not seeking services were ignorance of the existence/functioning of protective agencies, wish to keep the secret, lack of awareness of being abused, mistrust of adults and professionals, and fear of the consequences of disclosure. When they did disclose to professionals, the teens received very limited support. CONCLUSION: Adolescents need to receive proper information about the risk of being sexually abused and about the help they can receive from their social network and protective agencies. There is a crucial need for appropriate training of professionals. 相似文献
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Interchange - Learning standards have become a prominent feature for schools and school systems worldwide. Our paper describes the development of recent English teaching standards in California,... 相似文献
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Matthew Harsh Michael J. Bernstein Jameson Wetmore Susan Cozzens Thomas Woodson Rafael Castillo 《European Journal of Engineering Education》2017,42(6):1154-1173
Despite calls to address global challenges through community engagement, engineers are not formally prepared to engage with communities. Little research has been done on means to address this ‘engagement gap’ in engineering education. We examine the efficacy of an intensive, two-day Community Engagement Workshop for engineers, designed to help engineers better look beyond technology, listen to and learn from people, and empower communities. We assessed the efficacy of the workshop in a non-experimental pre–post design using a questionnaire and a concept map. Questionnaire results indicate participants came away better able to ask questions more broadly inclusive of non-technological dimensions of engineering projects. Concept map results indicate participants have a greater understanding of ways social factors shape complex material systems after completing the programme. Based on the workshop’s strengths and weaknesses, we discuss the potential of expanding and supplementing the programme to help engineers account for social aspects central to engineered systems. 相似文献
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Trevor Gillum Matthew Kuennen Zachary McKenna Micaela Castillo Alex Jordan-Patterson Caitlin Bohnert 《Journal of sports sciences》2017,35(13):1294-1299
An increase in salivary leukocytes may contribute to the exercise-induced increase in salivary antimicrobial proteins (AMPs). However, exercise-induced changes in salivary leukocytes have not been studied. The purpose of the study was to describe salivary leukocyte changes with exercise. Participants (n = 11, 20.3 ± 0.8 years, 57.2 ± 7.6 ml kg?1 min?1 peak oxygen uptake ((VO) ?2peak), 11.1 ± 3.9% body fat) ran for 45 min at 75% of VO2peak. Stimulated saliva (12 mL) was collected pre- and immediately post exercise. Saliva was filtered through a 30 µm filter before analysis of leukocytes (CD45+), granulocytes (CD45+CD15+), monocytes (CD45+CD14+), T-cells (CD45+CD3+), and B-cells (CD45+CD20+) using flow cytometry. Saliva was analysed for Lysozyme (Lys) using ELISA. Exercise did not alter any leukocyte subset. The major constituent of leukocytes pre-exercise were granulocytes (57.9 ± 30.3% compared with monocytes: 5.1 ± 2.7%, T-cells: 17.1 ± 8.9%, B-cells: 12.1 ± 10.2%) (P < 0.05). In a subset of n = 6, Lys secretion rate increased after exercise (pre: 5,170 ± 5,215 ng/min; post: 7,639 ± 4,140 ng/min) (P < 0.05). Exercise does not result in increased granulocytes, but does increase Lys. Further, these data suggest that an increase in salivary leukocytes is not needed to increase Lys. 相似文献
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Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington 《Scientific Studies of Reading》2013,17(5):350-368
We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy. 相似文献