Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement          下载免费PDF全文

Renato A. de Azevedo  Marcos B. Correa  Marcos A. Torriani  Rafael G. Lund 《Anatomical sciences education》2018,11(4):377-384

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists.  相似文献   

Mathematics anxiety,prior experience and confidence to teach mathematics among pre‐service education students     

Patrick Brady  Alan Bowd 《Teachers and Teaching》2013,19(1):37-46

Poor performance in mathematics among students, at a variety of grade levels, has been attributed, in part, to mathematics anxiety (Bulmahn & Young, 1982 Bulmahn, BJ and Young, DM. (1982). On the transmission of mathematics anxiety. Arithmetic Teacher, 30(2): 55–57.  [Google Scholar]; Kelly & Tomhave, 1985 Kelly, WP and Tomhave, WK. (1985). A study of math anxiety/math avoidance in preservice elementary teachers. Arithmetic Teacher, 32(5): 51–53.  [Google Scholar]; Hadfield & McNeil, 1994 Hadfield, OD and McNeil, K. (1994). The relationship between Myers‐Briggs personality type and mathematics anxiety among preservice elementary teachers. Journal of Instructional Psychology, 21(1): 33–46.  [Google Scholar]). Some investigators have related this phenomenon to gender effects (Cooper & Robinson, 1989 Cooper, SE and Robinson, D. (1989). The influence of gender and anxiety on mathematics performance. Journal of College Student Development, 30: 459–461. [Web of Science ®] , [Google Scholar]) mathematics self‐concept and test anxiety (Bandalos et al., 1995 Bandalos, DL, Yates, K and Thorndike‐Christ, T. (1995). Effects of math self‐concept, perceived self‐efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4): 611–623.  [Google Scholar]), or poor test performance (Dew et al., 1984 Dew, KM, Galasi, JP and Galassi, MD. (1984). Math anxiety: relation with situational test anxiety, performance, physiological arousal, and math avoidance behaviour. Journal of Counselling Psychology, 31(4): 580–583.  [Google Scholar]; Hembree, 1990 Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1): 33–46. [Crossref], [Web of Science ®] , [Google Scholar]). Others, most notably Fiore (1999 Fiore, G. (1999). Math‐abused students: are we prepared to teach them?. Mathematics Teacher, 92(5): 403–406.  [Google Scholar]) have attributed mathematics anxiety to what is referred to as math abuse or ‘any negative experience related to an individual’s doing mathematics’ (p. 403), particularly at the hands of adults such as parents and teachers. Limited research, however, was located that examined the relationship between pre‐service teacher education students’ experiences with formal mathematics instruction, and their future professional practice. Specifically, more needs to be known concerning the manner in which past experiences at school may have influenced both attitudes towards the subject as well as confidence in teaching it.  相似文献   

Understanding leading as travelling practices     

Jane Wilkinson  Anette Olin  Torbjørn Lund  Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239

In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy.  相似文献   

Argumentation Skills as Prerequisites for Collaborative Learning among Finnish,French, and English Secondary School Students     

Miika Marttunen  Leena Laurinen  Lia Litosseliti  Kristine Lund 《Educational Research and Evaluation》2013,19(4):365-384

Argumentation skills of secondary school students were evaluated in Finland (n?=?290), France (n?=?54), and England (n?=?41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.  相似文献   

Preventing violence against women and girls: educational work with children and young people     

Geraldine Brady 《Sex education》2013,13(6):697-699

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Teaching the Brain to Learn     

F. Edward Lund 《Peabody Journal of Education》2013,88(4):143-145

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The quest for meaning and wholeness: Spiritual and religious connections in the lives of college faculty,By Jennifer A. Lindholm     

E. Michael Brady 《Educational gerontology》2013,39(4):290-291

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Moving forward: Inclusive education as the core of Education for All     

Renato Opertti  Jayne Brady  Leana Duncombe 《Prospects》2009,39(3):205-214

This article attempts to shed light on what is meant by the statement that inclusive education is the core of the Education for All (EFA) agenda. Against the backdrop of some fundamental concerns relating to the EFA goals expressed by UNESCO’s Assistant Director-General for Education, the article highlights the necessity and pertinence of inclusive education within the EFA agenda. It also suggests how we can move the concept of inclusive education forward in this context, while illustrating some key features for our understanding of inclusive education as the core of EFA.  相似文献   

A specific gravity apparatus for gases     

E.J. Brady 《Journal of The Franklin Institute》1919,187(4):501-502

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Teacher interactions in mainstream social studies and science classes.     

M P Brady  P R Swank  R D Taylor  J Freiberg 《Exceptional children》1992,58(6):530-540

This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.  相似文献