Educational Research Findings Research Articles

Community outreach along the U.S./Mexico border: Developing HIV health education strategies to engage rural populations

Although there have been ongoing efforts in the United States to reduce new infections and improve care in people already living with the human immunodeficiency virus (HIV) and other sexually transmitted diseases/infections, Hispanics continue to bear a disproportionate burden of HIV/STI’s. Reducing sexual health disparities is a key aspect in achieving health equity, and requires prioritization of groups most at risk for HIV/STI infection and least likely to have regular access to preventive healthcare. A growing body of nursing research highlights the need for addressing HIV-related health disparities among Hispanics. Our research in the U.S. – Mexico border region contributes to our ability to respond to HIV-related health disparities in Hispanic populations in the border region and beyond. Nurses have much to contribute to community-based efforts to promote societal and structural changes to reduce HIV risk, and bring unique expertise, experience, and perspective to community mobilization efforts. The purpose of this article is to explore strategies in disseminating HIV health education information and research findings in rural areas along the U.S./Mexico border. We conducted a needs assessment of clinics serving rural areas to enhance our dissemination and outreach efforts and to inform the development of culturally and linguistically appropriate health education materials. Increased capacity to integrate screening, referral, and education into routine clinic visits may improve prevention education, screening, and treatment engagement for STI’s and HIV. Translating local research findings into improved clinical practice and services can promote health equity among medically underserved people in our region. Prioritizing rural practitioners - who are often generalists and meet many of the health care needs of their community – is a replicable dissemination approach for nurses and other health professionals committed to building health equity. DOI: http://dx.doi.org/10.14574/ojrnhc.v14i1.302 Key words: HIV; Health Equity; Hispanic health; rural health

What's Theory Got to Do with It? Applying Educational Theory and Research to Revamp Freshman Library Workshops

Although librarians’ increasingly important role as teachers is among the most significant shifts and trends that have been reshaping academic libraries over the past few decades, most academic librarians have not received formal training in pedagogy and teaching. The authors describe how becoming familiar with educational theory and research enabled them to revamp freshmen library workshops. They provide a theoretical overview and present practical classroom applications of learning styles theory, active learning techniques, learning by analogies, collaborative learning, and group work. Learning theories and educational research findings, the authors suggest, can be readily translated into practice and inform the teaching of information literacy to freshmen.

Training TAs in scientific teaching for the human physiology and anatomy laboratory

SCIENTIFIC TEACHING (ST) is a method developed nearly a decade ago by Handelsman and colleagues (2) in which instructional practice in undergraduate science is based on current educational research findings and established best practices. The ST approach uses a process in which all students, especially those in courses with large enrollments, are more actively engaged in learning compared with traditional lecture-based courses. Unique to ST is an active learning and inquiry-based framework that aims to ensure that the needs of students with diverse learning styles and backgrounds are addressed. Furthermore, students’ ongoing progress toward achieving the course learning goals can be assessed dynamically (e.g., via in-class responses while students are engaged in the process of learning) and at higher cognitive levels (e.g., beyond rote memorization), as demonstrated by Bloom’s taxonomy of learning domains (1). When integrated into a curriculum, ST methods have been shown to improve student knowledge retention because participation in these structured activities and group discussions has been shown to facilitate the identification of misconceptions, construction of new knowledge, and development of critical-thinking skills (9). Implementation of a variety of structured activities also appeals to a broader variety of learning styles (9). In 2010, we incorporated the ST approach into the lecture portion of our Enhanced Human Anatomy and Physiology course at the University of Connecticut. Because this approach is particularly well suited to the laboratory classroom setting where an interactive approach is much more easily implemented, in 2011 we also adopted the ST approach into the laboratory component of our course. To facilitate this process as well as to extend the impact of an individual instructor, we trained a cohort of graduate teaching assistants (TAs) to use this teaching approach in multiple sections of inquiry-based laboratory and regular laboratory settings. Despite a few articles that address student-centered TA training in chemistry laboratory courses (3, 4), there are no published reports evaluating the application of ST to graduate student TA training in physiology. What follows is an examination of the effects that training TAs in ST had on student attitudes about 1) their perceived laboratory learning experience and 2) their perceived integration of what is learned in the laboratory to their overall understanding of course content.

The Use of Instructional and Motivational Self-Talk in Setting Up a Physical Education Lesson

The main purpose of this article is to provide guidelines to physical educators for setting up a self-talk program during their lesson. The article briefly presents definitions of self-talk and research findings in sport and physical education to highlight the important benefits of positive self-talk in enhancing task performance. It also provides self-talk guidelines to enhance task performance and skill acquisition during the physical education lesson and demonstrates that self-talk is applicable not only in sport settings but in physical education as well.

Virtual reality disaster training: Translation to practice

Disaster training is crucial to the mitigation of both mortality and morbidity associated with disasters. Just as clinical practice needs to be grounded in evidence, effective disaster education is dependent upon the development and use of andragogic and pedagogic evidence. Educational research findings must be transformed into useable education strategies. Virtual reality simulation is a teaching methodology that has the potential to be a powerful educational tool. The purpose of this article is to translate research findings related to the use of virtual reality simulation in disaster training into education practice. The Ace Star Model serves as a valuable framework to translate the VRS teaching methodology and improve disaster training of healthcare professionals. Using the Ace Star Model as a framework to put evidence into practice, strategies for implementing a virtual reality simulation are addressed. Practice guidelines, implementation recommendations, integration to practice and evaluation are discussed. It is imperative that health educators provide more exemplars of how research evidence can be moved through the various stages of the model to advance practice and sustain learning outcomes.

Educational Researchers and Practicality

In this article, an attempt to identify further directions in research designs that researchers can use to contribute to the relevance of educational research findings, by including teachers’ practicality issues, is presented. Sixty experienced teachers in secondary education read the reporting of modified experimental research findings about an unfamiliar teaching method for promoting students’ conceptual understanding via historical information and filled in open-ended questions that included general opinion, professional judgment, and research interpretation to capture their practicality issues. The teachers’ answers were analyzed to deduce a hierarchy of themes. The results suggest that the teachers’ practicality issues, which included mainly (a) students’ long-term achievement results, (b) the utility of the teaching method, (c) student experiences, and (d) comparison with other teaching methods, can point to a research program that includes teachers’ practicality issues.

Moving Research into Practice: Can We Make Dissemination Stick?

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

Moving Research into Practice: Can We Make Dissemination Stick?

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

Investigating graphical representations of slope and derivative without a physics context

By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and/or the ability to apply it productively in a physics context. As an extension from this work on students' mathematical competency at the upper level in physics, we report on a preliminary investigation of mathematical understanding of fundamental concepts of slope and derivative among students in a third-semester multivariable calculus course. Among the first published findings of physics education research are investigations on students' understanding of kinematics, with particular attention to graphical representations of position-, velocity-, and acceleration-versus-time graphs. Underlying these physical quantities are relationships that depend on derivatives and slopes. We report on our findings as we attempt to isolate students' understanding of these mathematical concepts.

Onderwijswetenschap, de allermoeilijkste wetenschap

Educational research not only showed that student characteristics are of major importance for study success, but also that education does make a difference. Essentially, teaching is about stimulating students to invest time in learning and to use that time as effectively as possible. Assessment, goal-orientated work, and feedback have a major effect. The teacher is the key figure. With the aim to better understand teaching and learning, educational researchers usefindingsfrom other disciplines more and more often. A pitfall is to apply the findings of educational research without taking into consideration the context and the specific characteristics of students and teachers. Because of the large number offactors that influence the results ofeducation, educational science is referred as 'the hardest science of all'.

Integral Education in National Standards: An Application at the Local Level

This paper examines the challenges and unintended consequences of an emphasis on National Standards in Education and presents a response to Education Secretary Arne Duncan’s call to “unleash energy for reform at the local level.” A review and comparison of AdvancEd (2011) standards and Kania and Kramer’s (2011) Collecitve Impact conditions finds a missing or not fully articulated component to assessing educational practices and student achievement, that of subjectivity, when observed through the lens of Wilber’s (2005) Integral Theory. The work of Zhao (2009), a sample mission and vision statement from a local school district, along with Waters, Marazano, and McNulty’s (2003) assessment of principal effectiveness form the basis for a proposed framework that captures the elusive nature of subjectivity in five domains: 21st Century Learning Skills, Self-esteem/Self-concept/Self-efficacy, Expressed Creativity and developmentally informed Talent Diversity. Each component in this framework is supported with a sample of research findings in education and other disciplines.

Undergraduate Medical Education as a Foundation for Health Care and Research

Undergraduate Medical Education as a Foundation for Health Care and Research

Impulse aus der Didaktik zur Verbesserung von Patientenschulungen

The findings of empirical educational research and the theoretical and experiential knowledge of general didactics and specific didactics of relevant subjects are not adequately considered in the conception and implementation of patient education. The aim of this work is to screen the results of existing research about the quality of instruction, to deduce quality criteria for patient education and to discuss their benefits for the existing practice. The research on the quality of instruction was systematically investigated for this purpose. Subsequently, the 3 empirically validated quality features: "clear structure", "participant-oriented social climate" and "cognitive activation with particular attention to domain-specific components of teaching" we identified were transferred to patient education and concretized by including the theoretical and experiential knowledge of didactics. In the process several domains (conception of manuals, train-the-trainer seminars) were identified in which the quality characteristics can be tied in. The findings of empirical educational research are able to complement the existing measures for quality assurance in the area of patient education. For this purpose the identification and specification together with the possible integration of the 3 quality criteria in the area of patient education are a first step.

MONTAGE: IMPROVISING IN THE LAND OF ACTION RESEARCH

This paper and its appended multi-media production describe the rationale and process of creating and presenting a “digitally saturated” (Lankshear & Knobel, 2003), multi-layered, synchronous “montage” (Denzin & Lincoln, 2003) of educational Action Research findings. The authors contend that this type of presentation, arising from the fusion of Collaborative Action Research (CAR) and arts-based research (ABR), conveys more fully the complexity of context-specific, classroom-based CAR. Viewers and readers are invited to experience vicariously, interpret critically, and construct uniquely this “new type of knowledge.”

Awareness, Availability and Utilization of Research Findings in Building the Education Sector for Sustainable Development

Abstract. This study examined the extent of awareness, availability and utilization of educational research findings in enhancing the effectiveness of educational practices for sustainable development. A structured questionnaire —completed by a sample of 726 respondents, including lecturers, government officials and higher education students—sought perceptions on these variables in Nigeria. The data collected were analyzed using percentages, means and ANOVA. The results revealed no significant differences on awareness about and availability and utilization of research findings. However, availability of research findings was scored poorest by the three categories of respondents. Respondents that were involved in conducting research were most aware of research findings (81%). Nevertheless, a much smaller percentage (28%) of them indicated that they used these research findings in addressing professional and development challenges. Recommendations towards increased utilization of research findings are made. Keywords: Evidence based policy; Research utilization; ESD

Quality Indicators for the Development and Didactics of Ultrasound Courses in Continuing Medical Education

Based on evaluation data from participant feedback, a concept was to be developed for introductory abdominal ultrasound courses lasting several days. This approach was to be developed incrementally with the intent of maximizing the learning effect per time. This concept has been modified annually over several years based on the findings of educational research and the scores on final examinations in OSCE format. It has been modified with the aid of detailed questionnaires completed by approximately 2000 participating physicians and has thus undergone incremental optimization. Analysis of the most recent 1005 questionnaires has shown that participants recommend a modular course design with only brief lectures on theory (average optimal duration of 20min., SD9.6min.). These should alternate with longer practical "hands-on" ultrasound exercises (60-90min., accounting for at least 50-60% of the course time), consolidating drawing exercises, and breaks. 51% of the physicians specified 5 participants as the ideal group size for practical exercises, while 43% specified only 4. The discussion presents 10 specific quality indicators for efficient ultrasound courses. It elucidates the feasibility and logistical prerequisites of this model, and compares it with other basic course concepts. Furthermore, this article presents a model for an evaluation covering the course concept and tutors as well as discussing a training program for tutors including a cost analysis. In summary, the participants estimate the course design to represent a mature concept that has demonstrated its feasibility and broad acceptance among physicians in CME.

Stakeholder Perspectives on the Link between Business Studies and Quality Education: Botswana’s Experience

A more educated society may translate into higher rates of innovation, higher overall productivity through firms’ ability to introduce new and better production methods and faster introduction of new technology (UNESCO, 2005). It is for this reason that contemporary thought suggests that business subjects are crucial for achievement of quality education, towards economic development. With the above assertion in mind, the current study interrogated conceptual reflections on what quality education entails, and stakeholder perspectives about business subjects, and their potential contribution, to quality education, which could enable individuals to cope during hard times. The study highlights the age-old debate on the contested meanings of quality education. It draws from the recent educational research findings that examined the concept of quality education, as one of the strategies to promote economic development. International instruments such as the Millennium Development Goals’ (MDG’s) and Education for All (EFA) have provided guidance and direction towards achievement of quality basic education through particular subject offerings in school curricula. The study used an open-ended questionnaire to survey 57 participants in an effort to explore stakeholder perspectives on the contribution of Business Studies as a school subject in Botswana.Keywords: Quality education, business studies, hard times, stake-holders, Botswana.

Effect Sizes and Statistical Methods for Meta-Analysis in Higher Education

Quantitative meta-analysis is a very useful, yet underutilized, technique for synthesizing research findings in higher education. Meta-analytic inquiry can be more challenging in higher education than in other fields of study as a result of (a) concerns about the use of regression coefficients as a metric for comparing the magnitude of effects across studies, and (b) the non-independence of observations that occurs when a single study contains multiple effect sizes. This methodological note discusses these two important issues and provides concrete suggestions for addressing them. First, meta-analysis scholars have concluded that standardized regression coefficients, which are often provided in higher education manuscripts, constitute an appropriate metric of effect size. Second, hierarchical linear modeling (HLM) analyses provide an effective method for conducting meta-analytic research while accounting for the non-independence of observations, and HLM is generally superior to other proposed methods that attempt to remedy this same problem. A discussion of how to implement these techniques appropriately is provided.

The complexity of educational design research

To enhance the relevancy of educational research findings, a research approach known as design research has gained influence. This approach is described as complex, but no satisfying explanation of this complexity has been provided. In this paper we question why design research is complex by nature. Following a longitudinal case conducted by the third author, we argue that design research in educational sciences (EDR) necessitates balancing three different motives and accordingly, three epistemic practices: (1) educational research, (2) educational design, and (3) educational change. An analysis of challenges in the case study shows the difficulty for the EDR researcher to understand and disentangle underlying motives during the research process, but also the difficulty of dealing with different, easily conflicting research positions, resources, quality rules, time frames, audiences, and products. The identification and description of three epistemic practices offers a framework with which difficulties of EDR can be understood and anticipated.

Formative Assessment: Balancing Educational Effectiveness and Resource Efficiency

This paper summarises the key findings of recent educational research undertaken at Heriot-Watt University, Edinburgh, which was supported by the UK Centre for Education in the Built Environment. The research critically analyses dilemmas between educational effectiveness and resource efficiency when considering formative assessment. Formative assessment is defined as ‘work that a student carries out during a course for which they get feedback to improve their learning, whether marked or not’. The key aim of the research is to identify and share good practice, and show the wide range of feedback options possible. A range of staff within the School of the Built Environment reflected on their own experience through the use of templates and various seminars. The research findings highlight the crucial importance of assessment generally, and formative assessment in particular, on student learning in higher education. Research pressures, larger classes and more distance learning are all challenges that make the balancing act between resource efficiency and educational effectiveness increasingly precarious. This research has not unearthed any magic solutions, but identifies practical principles and examples of how others deal with these dilemmas.