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Changes in experiences with nature through the lives of environmentally committed university faculty
Nicolette L. Cagle 《Environmental Education Research》2018,24(6):889-898
Previous work has identified time spent in nature as a child as a precursor to active care for the natural world (i.e. environmental commitment), but a paucity of data exists on what happens to environmentally committed people’s relationship to nature over time, including the time spent in nature and the quality of that experience. In addition, previous work has not more finely categorized these nature experiences, with the exception of natural history-oriented professionals. I address these gaps by conducting in-depth interviews with 12 faculty in the environment at Duke University regarding relationships with nature throughout their life. The interviews reveal that the amount of time spent in nature, and the quality of that experience, changed for this cohort over time. Moreover, these interviews revealed nuanced aspects of relationships with nature that changed with life stage, complementing that work which was conducted on natural history-oriented professionals. This work suggests that more research is needed on the changing relationship with nature among adults and environmental educators. 相似文献
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Professional development to increase teacher behavior‐specific praise: A single‐case design replication 
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下载免费PDF全文 Nicholas A. Gage Nicolette M. Grasley‐Boy Ashley S. MacSuga‐Gage 《Psychology in the schools》2018,55(3):264-277
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches. 相似文献
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Nicolette S. Richardson Derek Zwambag Kristen McFall David M. Andrews Diane E. Gregory 《Anatomical sciences education》2021,14(5):605-614
The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions. 相似文献
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Technological advancements have made it possible to create realistic virtual representations of the real world, although it is unclear in medical education whether high physical fidelity is required in virtual learning resources (VLRs). This study, therefore, aimed to compare the effectiveness of high-fidelity (HF) and low-fidelity (LF) VLRs for learning anatomy. For this study, HF and LF VLRs were developed for liver anatomy and participants were voluntarily recruited from two cohorts (cohorts 1 and 2). Knowledge outcomes were measured through pre- and post-tests, task outcomes including activity score and completion time were recorded and participants' perceptions of the VLRs were surveyed. A total of 333 participants (165 HF and 168 LF) took part in this study. Knowledge outcomes were higher for the HF activity in cohort 1 and for the LF activity in cohort 2, although not significantly. There were no significant differences in activity score within either cohort, although completion time was significantly longer for the HF activity in cohort 1 (P = 0.001). There were no significant differences within either cohort in perceptions of the VLRs regarding usefulness for reviewing conceptual knowledge, esthetics, quality, mental effort experienced, or future use, although the LF VLR was scored significantly higher regarding the value for understanding in cohort 1 (P = 0.027).This study suggests that high physical fidelity is not necessarily required for anatomy VLRs, although may potentially be valuable for improving knowledge outcomes. Also, level of prior knowledge may be an important factor when considering the physical fidelity of anatomy VLRs. 相似文献
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Technologies such as virtual reality are used in higher education to develop virtual learning resources (VLRs). These VLRs can be delivered in multiple modalities, from truly immersive involving wearable devices to less immersive modalities such as desktop. However, research investigating perceptions of VLRs in anatomy has mainly focused on a single delivery modality and a limited-demographic participant cohort, warranting a comparison of different modalities and a consideration of different cohorts. This pilot study aimed to compare perceptions of highly immersive and less immersive VLR deliveries among anatomy students and tutors and evaluate the impact of prior university experience on students' perceptions of VLRs. A skull anatomy VLR was developed using the Unity® gaming platform and participants were voluntarily recruited to assess highly immersive stereoscopic and less immersive desktop deliveries of the VLR. A validated survey tool was used to gather perceptions of both deliveries. Most participants agreed that both VLR deliveries were interesting and engaging and provided an immersive experience. Anatomy students perceived the stereoscopic delivery to be significantly more useful for understanding (P = 0.013), while anatomy tutors perceived the desktop delivery as more useful. A degree of physical discomfort and disorientation was reported by some participants for both deliveries, although to a greater extent for the stereoscopic delivery. The stereoscopic delivery was also found to be more mentally taxing than desktop delivery. These results suggest that desktop VLR delivery may minimize the risk of discomfort and disorientation associated with more immersive modalities while still providing a valuable learning experience. 相似文献
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Mengyu Gao Bailey Speck Brendan Ostlund Dylan Neff Nila Shakiba Robert D. Vlisides-Henry Parisa R. Kaliush Nicolette C. Molina Leah Thomas K. Lee Raby Sheila E. Crowell Elisabeth Conradt 《Child development》2022,93(4):1090-1105
This study tested whether newborn attention and arousal provide a foundation for the dynamics of respiratory sinus arrhythmia (RSA) in mother–infant dyads. Participants were 106 mothers (Mage = 29.54) and their 7-month-old infants (55 males and 58 White and non-Hispanic). Newborn attention and arousal were measured shortly after birth using the NICU Network Neurobehavioral Scale. Higher newborn arousal predicted a slower return of infant RSA to baseline. Additionally, greater newborn attention predicted mothers’ slower return to baseline RSA following the still-face paradigm, and this effect only held for mothers whose infants had lower newborn arousal. These findings suggest that newborn neurobehavior, measured within days of birth, may contribute to later mother–infant physiological processes while recovering from stress. 相似文献
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In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members
who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall
positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation,
and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment
tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding
implementation, assessment practices, and management of learning in an accelerated timeframe. 相似文献
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