Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program     

Ricardo Borges Viana  Mário Hebling Campos  Douglas de Assis Teles Santos  Isabela Cristina Maioni Xavier  Rodrigo Luiz Vancini  Marília Santos Andrade  Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Les graphes de flux dans l'enseignement secondaire     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1973,5(1):467-492

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.  相似文献   

Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school     

Pinto  Giuliana  Bigozzi  Lucia  Vezzani  Claudio  Tarchi  Christian 《European Journal of Psychology of Education - EJPE》2017,32(4):571-587

European Journal of Psychology of Education - This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent...  相似文献   

Do training institutions learn from experience?     

Claudio de Moura Castro 《International Journal of Educational Development》2011

This essay is concerned with organisational learning and, in particular, policy learning. Sometimes, organisations learn; sometimes they do not. Sometimes they use their acquired knowledge, but this is, not always the case.  相似文献   

On the contractual governance of research collaborations: Allocating control and intellectual property rights in the shadow of potential termination     

Claudio Panico Author vitae 《Research Policy》2011,40(10):1403-1411

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Mandatory provisioning of digital public services as a feasible service delivery strategy: Evidence from Italian local governments     

Luca Tangi  Michele Benedetti  Luca Gastaldi  Giuliano Noci  Claudio Russo 《Government Information Quarterly》2021,38(1):101543

Several governments are actively encouraging their administrations to deliver public services exclusively through digital channels. This strategy consists of putting in place a series of complex and specific actions that bring into play numerous actors, to ensure that users are willing to accept digital channels and that weaker users are not disadvantaged. Although this strategy is being increasingly adopted in various countries, scholars have scarcely begun to explore its logic. This research explores how to define a service delivery strategy that forces users to adopt digital channels. Four in-depth case studies have been conducted on Italian local governments that started delivering their non-educational school services through digital channels alone. We found that a mandatory service delivery strategy is feasible when the starting point is to understand the users' characteristics, skills and behaviours and, as a consequence, whether they perceive the service as complex and/or ambiguous. With this in mind, public organisations can select the proper mix of channels for each category of users and combine their change in approach with behavioural-type interventions, i.e. by creating the right conditions to modify the users' behaviour.  相似文献   

Effects of simultaneous auditory feedback on reading accuracy during reading development     

Patrizio E. Tressoldi  Claudio Vio  Paola Scotti 《Reading and writing》1991,3(2):151-158

Five groups of twelve right-handed male children from the second to the sixth grade with normal reading efficiency were tested under three conditions of simultaneous amplified auditory feedback, binaurally, to the left and to the right ear, on reading aboud two separate classes of words, nouns and nonwords. Lateralized feedback was supposed to shift auditory attention towards the source of input and modify as a consequence, the functionality of the contralateral hemisphere. Right ear feedback improved reading accuracy with respect to the control (binaural) or left ear condition in the first three grades. No effect was observed in the fifth grade whereas in the sixth grade, the condition of left ear feedback improved only the reading of nouns. Changes in reading accuracy are interpreted according to an hypothesis of a decrement of the left hemisphere involvement during the course of reading development. These changes are discussed in relation to Frith's (1985) psycholinguistic model of reading acquisition.  相似文献   

Erasmus Thematic Networks and the European dimension of Engineering Education     

Claudio Borri  Elisa Guberti  Francesco Maffioli 《European Journal of Engineering Education》2005,30(4):409-416

Some of the most important challenges for engineering schools at the beginning of the 21st century are summarised as well as the role of ERASMUS Thematic Networks (TN) in this scenario.

Though focus is mainly given to the European environment, the changes which are interesting Engineering Education appear to involve also the non-European sphere and therefore, this set of papers on the main outcomes of E4 Thematic Network (2000–2004) has been conceived, not only as an useful instrument of dissemination, but also an open window on Europe.

In this introductory paper key characteristics of successful TNs are outlined, as resulting from the experience of TN E4, Enhancing Engineering Education in Europe, which has terminated its life end of September 2004. The new TN project, denominated TREE, for Teaching and Research in Engineering in Europe, is briefly presented.

On the other hand, in the following 5 sections some of the main activities developed within E4 are presented touching topics related to accreditation, quality assurance, students involvement in Engineering Education, ICT and new learning methods and curriculum development.  相似文献   

Computers and education outside school     

Claudio de Moura Castro  Torkel Alfthan 《Prospects》1990,20(2):187-196

Has also been director or executive secretary of several educational projects in Brazil. Author of some twenty books and of numerous articles on education, training, science and technology.  相似文献   

Emergent literacy and learning to write: A predictive model for italian language     

Giuliana Pinto  Lucia Bigozzi  Beatrice Accorti Gamannossi  Claudio Vezzani 《European Journal of Psychology of Education - EJPE》2009,24(1):61-78

The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language. We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.  相似文献