Student's progress tracking on programming assignments

This article is the second part of a two‐part article focusing on research that has been conducted on Content Enhancement Routines, instructional routines developed to be used during inclusive subject‐area instruction. Part I of this article (Schumaker and Fisher, 2021) reviews the original validation studies that were conducted on four Content Enhancement Routines. This second part of the article reviews 10 empirical studies that have been conducted comparing the effects of two professional development methods (i.e., a computerized workshop and a live workshop) for instructing teachers to use the same four teaching routines. In every study, teacher knowledge of the routine and teacher preparation for using the routine were measured. In four of the studies, teacher implementation of the routine within inclusive classes as well as student performance were also measured. Results were reported for the whole group of students in all four studies, and for students with LD in three of the studies. In all of the studies, teachers made large and significant gains in performance on all measures after both workshop conditions, representing large effect sizes. All in‐service teachers performed the routine at a high level of quality in their classes after 3 hours of instruction. In two studies, the teachers who participated in the computerized instruction earned significantly higher implementation scores than the teachers who participated in the live instruction. Regarding student performance across the studies, the whole group of students and the students with LD earned significantly higher scores on the posttests than on the pretests for both groups of teachers, again representing large effect sizes. Additionally, in two studies, the whole groups of students whose teachers used the software earned significantly higher scores on posttests than the whole groups of students whose teachers participated in live sessions. These studies replicate and extend the studies reviewed in Part I of this article; they show that quality teacher use of four Content Enhancement Routines results in increases in performance for all students, and for students with LD in inclusive classes.

Simulation of a clinical scenario with actresses in the classroom: A useful method of learning clinical delirium management

Motivation is very important in any kind of human activity. This is especially true in the context of learning. Various educational systems therefore try to incorporate elements, which has motivating effects on their users - learners (students). Increasingly popular in this domain is employing elements of gamification. In our work, we propose specific type of one of the gamification mechanics - score. Our method for score computation works through dynamic regulation of score for particular activities that is based on whole group of students' activity. For motivational purposes we accompany the dynamic score calculation by an activity stream, which visualizes changes in score for particular activities that affects overall score calculation for individual students. Our hypothesis is that this motivates the students to perform activities currently preferred by their teacher evenly. Activity stream is interconnected with several gamification elements - it is primarily the student score, but also other elements like a set of badges, where the activity stream displays information about badges obtained by peers. Proposed gamification elements were integrated into the existing environment of adaptive web-based educational system ALEF used at the Slovak University of Technology in Bratislava for several courses. We present an experiment on dynamic score, which confirms our hypothesis.

This paper discuss experiences with problembased training by a group under the EU-funded ERASMUS program, and experiences at the MPH-program at Aarhus University in Denmark as well as it gives views on the structure and content of a possible common core curriculum, students etc. Problembased training has been applied for long time at Limburg University in Maastricht, The Netherlands. Under the European student exchange (ERASMUS) program an international group of teachers joined to teach a crew of international student group (postgraduates) in Brussels in a week using problembased teaching. The subject of the course was Environment and Health. The program was organized with a few introductory lectures linked to a following group work (with a facilitating tutor), and the next day presentations and discussion among the whole group of students and tutors. The conclusion of the report on the experiment was that the method was useful even in a very mixed group, and highly motivating for the teachers. Similarly, at the MPH-school at Aarhus University, the method has given good experiences in a multidisciplinary group of mature students. Their task have been to evaluate health problems during a month achieving, evaluating literature, and using a strategic algorithm based on 1) problem analysis, 2) setting goals and target groups, 3) selecting intervention, 3) implementation of intervention, and 4) evaluation. An example has been childhood asthma and indoor air pollution. It is suggested that a common core curriculum is constructed as a: 1. Spiraled curriculum, so that students can start at different levels, 2) That subjects is based on a public health point of view, 3) that students should first of all be trained as experts within their discipline, and 4) that training is done as cross-disciplinary group work with facilitating tutors using a problem based training technique.

The study sets out an exploratory research that aimed at testing some techniques for increasing the cohesion of the 5th grade student group. The techniques were included in the classes of counselling and personal development through group tasks in which the whole group of students was involved. The activity took place during the first school semester of the 2019-2020 school year. Following the application of the techniques, their viability was tested through a focus group discussion with 10 form teachers involved in the research. They described how the activity was carried out and the results obtained in the cohesion of the student class. The investigation is preliminary to that extended to the level of several schools, aiming to make the built techniques more efficient, in order to be widely applied, to the students in the secondary school cycle.

Many studies have explored the contribution of different factors from diverse theoretical perspectives to the explanation of academic performance. These factors have been identified as having important implications not only for the study of learning processes, but also as tools for improving curriculum designs, tutorial systems, and students’ outcomes. Some authors have suggested that traditional statistical methods do not always yield accurate predictions and/or classifications (Everson, 1995; Garson, 1998). This paper explores a relatively new methodological approach for the field of learning and education, but which is widely used in other areas, such as computational sciences, engineering and economics. This study uses cognitive and non-cognitive measures of students, together with background information, in order to design predictive models of student performance using artificial neural networks (ANN). These predictions of performance constitute a true predictive classification of academic performance over time, a year in advance of the actual observed measure of academic performance. A total sample of 864 university students of both genders, ages ranging between 18 and 25 was used. Three neural network models were developed. Two of the models (identifying the top 33% and the lowest 33% groups, respectively) were able to reach 100% correct identification of all students in each of the two groups. The third model (identifying low, mid and high performance levels) reached precisions from 87% to 100% for the three groups. Analyses also explored the predicted outcomes at an individual level, and their correlations with the observed results, as a continuous variable for the whole group of students. Results demonstrate the greater accuracy of the ANN compared to traditional methods such as discriminant analyses. In addition, the ANN provided information on those predictors that best explained the different levels of expected performance. Thus, results have allowed the identification of the specific influence of each pattern of variables on different levels of academic performance, providing a better understanding of the variables with the greatest impact on individual learning processes, and of those factors that best explain these processes for different academic levels.

In this work, the subject of school failure follows a Foucaultian approach. The school failure is analyzed from the power effects that it produces. The theoretical referential imposes the search for statements pronounced by social personages capable of driving the behavior of others. The documental corpus so gathered refers to the evaluation reports applied by psychopedagogic treatment clinics with a noticeable psychiatric bias. From this empirical basis, it is supposed that the similarities between the various reports suggest the setting of a system of truth around the individual, that is, the upset pupil. By explaining the discursive logic of these diagnostic evaluations, this essay suggests that the deficitary student coming up from these tests is, in fact, the return of the former problem pupil constituted by the narratives of Arthur Ramos in the thirties of the twentieth century. It is assumed that the approaches between the upset individual from the reports and the disturbed one of Arthur Ramos point out to the government techniques that were applied in order to correct pupils. Such a hypothesis leads to the analysis concerning the mechanism by which the so-called governamentability operates. Hence, it is supposed that it brings about auto-government practices. Such actions were investigated from historiographic texts committed to the study on the connection between the state procedures intended for the population and the public interventions intended for the bodies of the individuals. The hypothesis of this work asserts that the "psy"' knowledges have had a great relevance in making possible the effective transference of the ideals of normality for the individuals behaviors, which was approved by the State. Presently, this kind of knowledge is considered essential, because it allows the assessment of the soul, therefore, the control of the interiorities on the basis of the standard estimated in the exams applied by the biotechnicians. In this social group, it was verified, based on the research by Lucien Sfez on biotechnology in the contemporaneity, the immersion of many of its agents in a new utopia, defined by the author as the Utopia of the Perfect Health. It brings definitions that point out to the development of bioidentities. These ones would operate in order to link each one to his/her own body. Thus, such truths, produced in the lab environment, would make possible to reduce life to a biological fact. Finally, the research, here summarize aims at linking performative knowledges of problem pupil to the strategies of the biopolitics. Therefore, school is seen as privileged place to propagate biopolitical agents, that is, competent actors capable of applying government techniques to the whole group of students, by means of promoting the free search for auto-governed interiorities.

This paper discusses the possibility of identifying different situations related to the students during a lecture from its video by classifying the situations that happen in the lecture based on the similarity in the posture of each student. The recognized situations can be used as indexes for the instructor to watch the video to further improve the lecture. Although it has been shown in a previous work that there are some relations between the postures taken by the students and their understanding of the lecture, it is not clear what types of situations actually happen during the lectures, and the postures taken by the students differ even when they are in the same situations. To deal with these problems, the representative postures of each student in different situations are first obtained by clustering the postures actually taken by the student, and then different situations of the class are obtained by clustering the combinations of representative postures of all the students under the assumptions that similar postures are taken by each student and similar combinations of those postures are observed for the whole group of students when they are in the same situation.

This paper is referred to the experiences run at Iuav in the framework of the EU-FSE founded Courses of Collaborative Composition. In these courses we built up some work/game thought as meaning of a distance collaborative game. Rally around these games, we delivered specific knowledge and portions of technical knowledge referred to the issue of formal structure, shape grammar, and codify of “behaviours role” for a networked distance collaboration. The subject of this didactic experience is the composition and of a collective figurative opera (an image) processed by the whole group of students. The themes of the image have been different in each Course: a figurative opera, a facade of an urban street or a small square. The students shared a repertory of figures coming from the break down of paintings or pictures of palaces and used the repertory as a source in order to compose the final collective opera. On the other side we worked on the shape grammar roles, experimented tools and protocols of communication, analysed the best practice in this field and defined evaluation systems.

ABSTRACTThe paper deals with the problem of the city centre delimitation. The direct, survey research of almost one hundred respondents has been conducted. The test groups were teenagers, students of two Lublin schools. The research method was a freehand, basic mental sketch map, giving surveyed people a freedom of both content and form of a sketch. The mental (or cognitive) mapping is a well-established approach in the fields of psychology, geography, social science, planning and more with a wide scope of topics being tested with this methodology. The gathered data were processed in the GIS software using vectorization of the centre extents and map algebra approach. The results are presented in a form of data-aggregating maps for a whole group of students as well as for subgroups (different schools, different place of residence).

In the European Higher Education Area, the educational model focuses on the student and the role of Information and Communication Technologies is crucial for the learning and teaching process. This study identifies the characteristics of the students according to their performance in the online tests carried out in a subject of Financial Accounting in the groups taught in English of the Degrees of Business Administration and Economics in a University from XXX. The objectives of this study are to explore the determining factors for student performance in online tests. Several analyses are carried out for all the marks and for a separated sample considering only the tests where the mark is at least good- i.e. the best or the second best grade in the national grading system. Among other intersting findings, our study evidences that attendance is a determining factor for the performance in each test if we take the whole group of students, but it is not significant for the students achieving better grades. This evidence has important implications as regards making attendance compulsory to benefit from the continuous assessment system.

Speech-language pathology students gain experience and clinical competency through clinical education placements. However, currently little empirical information exists regarding how competency develops. Existing research about the effectiveness of placement types and models in developing competency is generally descriptive and based on opinions and perceptions. The changing nature of education of speech-language pathology students, diverse student cohorts, and the crisis in finding sufficient clinical education placements mean that establishing the most effective and efficient methods for developing clinical competency in students is needed. To gather empirical information regarding the development of competence in speech-language pathology students; and to determine if growth of competency differs in groups of students completing placements that differ in terms of caseload, intensity and setting. Participants were students in the third year of a four-year undergraduate speech-language pathology degree who completed three clinical placements across the year and were assessed with the COMPASS® competency assessment tool. Competency development for the whole group across the three placements is described. Growth of competency in groups of students completing different placement types is compared. Interval-level data generated from the students' COMPASS® results were subjected to parametric statistical analyses. The whole group of students increased significantly in competency from placement to placement across different placement settings, intensities and client age groups. Groups completing child placements achieved significantly higher growth in competency when compared with the competency growth of students completing adult placements. Growth of competency was not significantly different for students experiencing different intensity of placements, or different placement settings. These results confirm that the competency of speech-language pathology students develops across three clinical placements over a one-year period regardless of placement type or context, indicating that there may be a transfer of learning between placements types. Further research investigating patterns of competency development in speech-language pathology students is warranted to ensure that assumptions used to design clinical learning opportunities are based on valid evidence.

ContextAs unprofessional behaviour in physicians can compromise patient safety, all physicians should be willing and able to respond to lapses in professionalism. Although students endorse an obligation to respond to lapses, they experience difficulties in doing so. If medical educators knew how students respond and why they choose certain responses, they could support students in responding appropriately.ObjectivesThe aim of this study was to describe medical students' responses to professionalism lapses in peers and faculty staff, and to understand students' motivation for responding or not responding.MethodsWe conducted an explorative, qualitative study using template analysis, in which three researchers independently coded transcripts of semi‐structured, face‐to‐face interviews. We purposefully sampled 18 student representatives convening at a medical education conference. Preliminary open coding of a data subset yielded an initial template, which was applied to further data and modified as necessary. All transcripts were coded using the final template. Finally, three sensitising concepts from the Expectancy–Value–Cost model were used to map participants' responses.ResultsStudents mentioned having observed lapses in professionalism in both faculty staff and peers. Students' responses to these lapses were avoiding, addressing, reporting or initiating policy change. Generally, students were not motivated to respond if they did not know how to respond, if they believed responding was futile and if they feared retaliation. Students were motivated to respond if they were personally affected, if they perceived the individual as approachable and if they thought that the whole group of students could benefit from their actions. Expectancy of success, value and costs each appeared to be influenced by (inter)personal and system factors.ConclusionsThe Expectancy–Value–Cost model effectively explains students' motivation for responding to lapses. The (inter)personal and system factors influencing students' motivation to respond are modifiable and can be used by medical educators to enhance students' motivation to respond to lapses in professionalism observed in medical school.

The creation of plurilingual spaces open to the diversity of languages and cultures present in the classrooms is encouraged by current European educational policies. Examining how participants co-construct such spaces in classroom interaction is essential to understand practiced language policy and the norms of language choices and alternations they rely to. In this chapter we will analyse a plurilingual activity in which the mother of a primary student tells an Arabian tale to the whole group of students. First, we will provide theoretical and methodological information to frame our analysis. Then we will focus on the sequential embeddedness of code selection and alternation and on the local meaning given to language choices by interactants. Our data reveals that while the mother is reluctant to use Arabic to tell the story, teachers and students accept this practice that, when enacted, results in a hybrid medium that resorts to the use of a variety of multimodal (gestures, tone of voice) and plurilingual resources (Arabic, Catalan and Spanish). Language selection as medium of interaction relies on different norms, as participants orient to their ‘preferred’ language, either as a personal choice or as a means to affiliate with the institutional norms of language use.

Objective A handful of studies suggest a familial predisposition to vasovagal syncope (VVS) but the scope of information available to date is poor. The aim of our study was to evaluate the prevalence of vasovagal syncope and its familial occurrence in the young.Methods and results The studied group consisted of 281 women and 111 men, aged 18-32 years. Forty-seven per cent of the population had one brother or sister, and the mean number of individuals per family was 4.4 ± 1.0. The questionnaire consisted of 30 questions regarding syncopal history. Syncope was reported in 32.1% of the patients studied (36.7% in women vs 20.7% in men; P< 0.05), 29.1% of mothers, 16.8% of fathers, 30.9% of sisters and 14.2% of brothers. Logistic regression analysis revealed that positive history regarding the syncope in the whole group of students was related to the female gender (OR 2.17; CI: 1.28 – 3.7), the history of a syncope in mother (OR 1.74; CI: 1.09-2.78) and the history of a syncope in father (OR 2.22; CI: 1.28-3.86; P< 0.001).Conclusions A positive history of syncope in male relatives increases the risk of syncope in men and women, whereas a positive history of syncope in female relatives increases the risk of syncope in women only. Female gender independently of the family history increases the risk of syncope. The genetics of the vasovagal syncope could be polygenic but the mechanisms of a transmission remain unclear to date.