Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students     

Ademar Fonseca  Victoria B. da S. Guimarães  Sinval A. Rodrigues-Junior  Alisson A.R. Fonseca  Renato A. de Azevedo  Marcos B. Corrêa  Rafael G. Lund 《Anatomical sciences education》2022,15(2):352-359

This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.  相似文献   

Modeling presentations: toward an assessment of emerging classroom cultures of modeling     

Brady  Corey  Jung  Hyunyi 《Educational Studies in Mathematics》2022,109(2):237-261

Educational Studies in Mathematics - Though there is an extensive research literature on understanding and assessing individual modeling competencies, less attention has been given to...  相似文献   

Negative student emotions and educator skill in experiential education: a taxonomy of classroom activities     

Wright  Sarah  Dean  Kathy Lund  Forray  Jeanie M. 《Higher Education》2022,83(5):987-1002

Higher Education - Experiential teaching practices can provide transformative learning opportunities for students. However, thus far the experiential education literature considers...  相似文献   

Existential career guidance for groups of young refugees and migrants: a Danish initiative     

Petersen  Inger-Lise Vanja Lund  Mariager-Anderson  Kristina  Patillon  Thi-Van  Bernaud  Jean-Luc 《International Journal for Educational and Vocational Guidance》2022,22(2):511-529

International Journal for Educational and Vocational Guidance - For many young migrants and refugees, adapting to a new life in Denmark is a challenging process. They often find themselves...  相似文献   

Acknowledgments     

George D. Kuh  Katie Branch Douglas  Jon P. Lund 《ASHE Higher Education Report》1994,23(8):xv-xvi

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Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue     

Stang Lund  Elisabeth  Bråten  Ivar  Brandmo  Christian  Brante  Eva W.  Strømsø  Helge I. 《Reading and writing》2019,32(2):335-356

Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate...  相似文献   

The Regime of Self-Evaluation: Self-Conception for Teachers and Schools     

Alison M. Brady 《British Journal of Educational Studies》2016,64(4):523-541

Self-evaluation in inspection policy has become a global phenomenon. The idea is that it increases levels of teacher and school autonomy, wherein both schools and teachers have more ownership and responsibility over their work. In turn, such a process has allowed for greater accountability, which is then said to provide high quality education and, therefore, greater competitive advantage amongst knowledge-based economies. In both England and Ireland, self-evaluation has become a demanding procedure that is meant to complement external inspections of schools and teachers. In this article, I will argue that self-evaluation, whilst having the potential to become a worthwhile endeavour, does not live up to its name. In the first instance, the criteria used for self-evaluation are not internally generated but externally imposed. Thus, I would like to discuss the extent to which visions of ‘good’ or ‘bad’ education developed by inspecting bodies influence the way in which teachers and schools assess themselves. Furthermore, I will raise questions as to what appropriate criteria for teaching might look like. In doing so, I shall try to show that what is now current is a debased form of self-evaluation that is not only detrimental to the self-perception of teachers, but inadequate to what any coherent notion of the ‘self’ might be. In light of work by the philosopher Charles Taylor in particular, I will argue that the self is not something that can be examined in the way that is imagined in these inspection systems but is rather something dynamic and unfixed, constituted within a wider community of practice and, therefore, not amenable to evaluation in quite the way that is supposed.  相似文献   

Vocabulary acquisition and reading ability     

Linda Aguiar  Susan Brady 《Reading and writing》1991,3(3-4):413-425

Lexical acquisition ability for aurally taught words was studied in fourthgrade children. Reading ability, intelligence, and working memory were evaluated as predictor factors in vocabulary learning. Reading ability was found to predict facility at learning the novel phonological sequences, while intelligence was the only factor which accounted for performance level for the semantic content of the words. The working memory measure, digit span, failed to make a significant contribution to either the phonological or semantic outcome measures. Examination of two subgroups of skilled and less-skilled readers indicated that less-skilled readers had more difficulty acquiring the phonological information for new words. No between-group differences were found in long-term retention or in the ability to provide definitions for the newly learned words. The findings suggest that the vocabulary deficits of less-skilled readers stem, at least in part, from difficulty establishing accurate phonological representations for new words.  相似文献   

Quality over quantity?: Mentoring relationships and purpose development among college students     

Terese J. Lund  Belle Liang  Lily Konowitz  Allison E. White  Angela DeSilva Mousseau 《Psychology in the schools》2019,56(9):1472-1481

A growing number of studies have demonstrated that purpose in life is associated with positive outcomes among adolescents and young adults. The college years represent an important period of both personal and professional growth, including purpose in life. Supportive relationships may play a critical role in the identification and pursuit of purpose. Relationships with mentors, for example, have been linked with purpose among adolescents. The present study examined whether mentoring relationships were linked with purpose among college students (N = 194) from three institutions across the United States. Both aspects of quality (relational health) and quantity (i.e., number of mentors) were examined as predictors of purpose. Students who had at least one mentor reported higher levels of purpose compared to students with no mentors. Among students with at least one mentor, quality of mentoring was significantly associated with a greater commitment to purpose, while the number of mentors was not associated with commitment to purpose. Results are discussed in the context of practical applications regarding student success and purpose formation in higher education settings.  相似文献   

Correlates of early reading performance in a transparent orthography     

Müller  Kurt  Brady  Susan 《Reading and writing》2001,14(7-8):757-799

A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish.  相似文献