Capacity Of Students Research Articles

A Model for Critical Thinking Measurement of Dental Student Performance

The educational application of critical thinking has increased in the last twenty years with programs like problem-based learning. Performance measurement related to the dental student's capacity for critical thinking remains elusive, however. This article offers a model now in use to measure critical thinking applied to patient assessment and treatment planning across the four years of the dental school curriculum and across clinical disciplines. Two elements of the model are described: 1) a critical thinking measurement "cell," and 2) a list of minimally essential steps in critical thinking for patient assessment and treatment planning. Issues pertaining to this model are discussed: adaptations on the path from novice to expert, the role of subjective measurement, variations supportive of the model, and the correlation of individual and institutional assessment. The critical thinking measurement cell consists of interacting performance tasks and measures. The student identifies the step in the process (for example, chief complaint) with objective measurement; the student then applies the step to a patient or case with subjective measurement; the faculty member then combines the objective and subjective measurements into an evaluation on progress toward competence. The activities in the cell are then repeated until all the steps in the process have been addressed. A next task is to determine consistency across the four years and across clinical disciplines.

School Climate: Research, Policy, Practice, and Teacher Education

Background/ContextEducators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person's experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits of, and satisfaction from, learning. Each person contributes to the operations of the school and the care of the physical environment. School climate refers to spheres of school life (e.g. safety, relationships, teaching and learning, the environment) as well as to larger organizational patterns (e.g., from fragmented to cohesive or “shared” vision, healthy or unhealthy, conscious or unrecognized). These definitions were collaboratively developed and agreed upon at a consensus-building meeting of national practice and policy leaders organized in April 2007 by the National Center for Learning and Citizenship, Education Commission of the States, and the Center for Social and Emotional Education.Purpose/Objective/Research Question/Focus of StudyThis article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other.Research DesignThis article uses several research methods to understand the current state of school climate research, policy, practice, and teacher education: historical analysis, a review of the literature, a national State Department of Education policy scan, and a national survey (N = 40) of building, district, and state educational leaders about school climate measurement and improvement practices.Findings/ResultsA review of the literature reveals that a growing body of empirical research indicates that positive school climate is associated with and/or predictive of academic achievement, school success, effective violence prevention, students’ healthy development, and teacher retention. There is a glaring gap between these research findings on the one hand, and state departments of education, school climate policy, practice guidelines, and teacher education practice on the other.Conclusions/RecommendationsWe detail how the gap between school climate research, policy, practice, and teacher education is socially unjust and a violation of children's human rights. We now have research-based guidelines that predictably support positive youth development and student learning. If we do so, we are supporting children, educators, parents, communities, and the foundation for democratic process, but as a country, we are not doing so. Our children deserve better. A series of detailed recommendations are suggested for policy makers, practice leaders, and teacher educators to narrow this gap and support student's healthy development and capacity to learn.

Coping with academic failure, a study of Dutch children with dyslexia

This paper reports the results of a study of strategies that Dutch children with dyslexia employ to cope with recurrent academic failure. All of the students in the study had developed strategies for protecting their self-esteem. Using Harter's theory of coping with discrepancies between performance and standards, we distinguish four strategies: (1) working hard and committing to standards, (2) lowering standards, (3) seeking support from significant others (i.e. parents and teachers), and (4) avoiding comparisons with significant others (i.e. peers). Although self-talk emerged as an important component of all four strategies, it was employed both adaptively (e.g. to preserve the students' belief in their own academic capacities) and maladaptively (e.g. to devalue the importance of learning). The students relied most strongly on support from their parents; teachers and peers were more likely to be seen as threats to self-esteem. Strategies of teachers and parents to encourage adaptive coping with recurrent academic failure are confirming the student's self-worth, explaining dyslexia, showing faith in the student's capacities, fostering adaptive self-talk, providing educational treatment, and preventing teasing and bullying. Besides that, teachers and parents should cooperate.

Learning Styles in Relation to Academic Performance in Middle School Mathematics

AbstractResearch was conducted with middle‐school Kuwaiti children to assess the effectiveness of student learning styles in predicting students' academic performance in Mathematics. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Markova learning style‐tutoring program. Results show that the students in the experimental group (mean = 45.91), whose learning styles were accommodated for, performed better than the students in the control group who studied using the traditional method (mean = 43.80) of teaching. Gender, type of school attended, and area in which the students lived were all analyzed within the experimental group. The experimental group results show that the highest‐grade improvement in Mathematics was found to be predominately male students attending private institutions, and living in the urban areas of Kuwait.Students learn in a variety of ways, and their ability to attain this information also varies. A student's capacity to learn is impacted by the teacher's style of conveying information. Unfortunately, little attention has been given to how children think (Markova, 1992). Often, it is assumed that students' minds operate in the same way as the teacher's does. So much of student failure in school comes directly out of the larger failure to stimulate all those areas in the children's brains, stimulation which could open up their minds in so many ways (Markova, 1992).Student's academic performance is a matter of concern to educators, parents, and students themselves. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively referred to as his or her learning style (Felder and Henriques, 1995). Unfortunately, the manner in which children acquire the information to perform well academically is too often ignored.Considerable research has examined the relationship between students' learning styles and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and Murrell, 1987; Brunner and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies have consistently found that when learning styles were considered in the teaching process, academic performance increased. Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process (1993).The results of a study by Dunn et al. (1995) suggested that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students for whose learning style had not been accommodated. Many researchers have reported that students often classified as poor achievers, learning disabled, at‐risk youth, or dropouts were able to improve their academic performance when instruction was redesigned to respond to their particular learning style preferences (Stone, 1992; Perrin, 1990; Elliot, 1991; Andrews, 1990).Children suffer deeply when their natural way of thinking, of absorbing and processing information, of creating and expressing is criticized, mocked, or ignored (Markova, 1992). However, learning efficiently empowers children to gain confidence since many believe they have learned a skill only after they can perform it easily.Markova acknowledges that many approaches to understanding individual differences include something about the fact that most of us have one sense we are most comfortable using in the learning process. Understanding these patterns of processing information is crucial to finding the most effective ways to educate our children. Markova has identified six patterns of personal thinking, which are different combinations of the perceptual kinesthetic (K), auditory (A), and visual (V) channels. He posits that information is first received by the conscious mind, sorted by the unconscious mind and finally integrated by the subconscious mind (Markova, 1992). The six different combinations (KAV, KVA, AVK, AKV, VKA, and VAK) are referred to as personal thinking patterns and determine the most comfortable and effective way for each learner to learn.

Um estudo sobre as formas de atenção na sala de aula e suas implicações para a aprendizagem

O presente trabalho decorre de um estudo piloto sobre a atenção em sala de aula realizado com crianças de primeira série do ensino fundamental. O objetivo foi analisar algumas das especificidades das relações ali estabelecidas que pudessem revelar-se propícias a um modo de atenção de caráter mais inventivo e problematizador. O estudo sugeriu que a construção de um espaço de comunicação dialógica favorece a capacidade atentiva dos alunos. Neste espaço, os alunos passam a experienciar a aprendizagem da atenção diversamente do modo automático como habitualmente recebem informações e são chamados a experimentar a atenção na aprendizagem. Isto se deve, principalmente, à capacidade da professora de acolher um momento de ruptura do foco atencional e manter-se num estado de abertura para o inesperado.

Teaching Social Theory with an Applied Perspective

The Commission on Applied and Clinical Sociology (CACS) has emphasized the importance of using theory in sociological practice. Achieving this goal requires an approach to teaching that transforms theory students from passive learners to active users. This change can only occur if instructors are willing to entertain teaching methods that increase the likelihood that students will apply what they learn beyond the confines of the classroom. In addition, students must be able to demonstrate how theory can inspire problem analysis and intervention. This paper explores teaching approaches that support a more applied teaching-learning environment. Literary or media-oriented case studies, integrating research into the course, use of collaborative teaching methods, life-histories, and diaries can provide the foundation for enhancing a student's capacity to think critically and apply theory to everyday contexts. Furthermore, integrating students directly into field settings through organizational case studies and service learning allows them to see how theory can be used to ameliorate problematic situations.

Caring for the Environment: Challenges from Notions of Caring

AbstractIn 2003 John Fien presented an argument for environmental education to encompass deep and wide caring for human and nonhuman nature (Fien, 2003). His philosophical discussion of care outlined work by Nel Noddings (1984; 1992). In this paper I continue that project by indicating how Noddings' work provides signposts for environmental educators to think about their students' relationships with the nonhuman natural world. I argue that one consequence of Noddings' conception of care is that advocacy for considering humans to be a part of nature might be counterproductive to developing a student's capacity to understand a caring relationship with nature. In conclusion I draw on the structure of a care ethic to suggest practical implications for environmental education and the development of a relational self.

“A Moving Force”: A Memoir of Experiential Learning

Experiential learning is a time-honored approach that can help to “…seal the bond between the learner and the learned.” Such learning encourages the making of meaning from individual and shared experiences and helps abstract concepts to become relevant to the learner. The 20th century educational theorist, John Dewey, articulated a need for a unified “theory of experience” that could guide educators. He maintained that “all genuine education comes about through experience,” although he noted that some experiences may adversely affect a student's capacity to learn from future experiences. This article presents a memoir describing the author's involvement as a teacher who has endeavored to practice experiential learning with his students, and especially through a multi-institutional, field course entitled Agroecosystems Analysis. This memoir was developed during a term leave at The Evergreen State College, an institution known for its extensive use of experiential approaches to education. This leave, and the memoir writing process, served as catalysts for reflecting upon the relationships between experience and learning. In addition to offering recollections and interpretations of the author's involvements as an experiential teacher, the memoir includes quotations from John Dewey and others that frame the author's convictions about such learning.

Compositor musical e professor: uma visão comparativa

This article makes a comparative analysis of the music composer and of the professor's work using a reflexive approach. Both are creative professionals, who are responsible for building communicative and educative capabilities, among other things. The authors defend music education that develops the student's capacity to explore the unknown, to question and to dare to develop individual answers. Likewise, they also defend an educational posture in which teaching and learning are constructive processes in one's search for autonomy. Points in common in both of their practices of process construction bring up the interest in the exchange of ideas between these fields of knowledge.

LIFE ANALYSIS: USING LIFE-STORY NARRATIVES IN TEACHING LIFE-SPAN DEVELOPMENTAL PSYCHOLOGY

In this article, I introduce a life-story narrative project, called the Life Analysis , that I used in teaching an introductory course in life-span developmental psychology. In assigning the Life Analysis project, I ask each student to analyze his or her life in theoretical terms over both its historical and hypothetical span. As predicted, objective test results show that students who completed the Life Analysis demonstrated greater mastery, critical analysis, and application of important developmental theories and concepts than did students who did not complete this assignment. Narrative excerpts from selected life analyses provide additional evidence that lifestory narration leads to higher-level learning outcomes. In using an anonymous questionnaire and anecdotal reports to assess the attitudes of students completing the Life Analysis, I found that attitudes expressed were largely favorable toward the assignment as an effective learning tool and as a useful means by which students can undertake introspective analysis of their own development. Overall, the findings indicate that narrative methodology compares favorably to traditional didactics. The benefits of learning through life-story narration relate to each student's subjective capacity to connect and construct ideas, concepts, and experiences into personally meaningful relationships.

LIFE ANALYSIS: USING LIFE-STORY NARRATIVES IN TEACHING LIFE-SPAN DEVELOPMENTAL PSYCHOLOGY

In this article, I introduce a life-story narrative project, called the Life Analysis , that I used in teaching an introductory course in life-span developmental psychology. In assigning the Life Analysis project, I ask each student to analyze his or her life in theoretical terms over both its historical and hypothetical span. As predicted, objective test results show that students who completed the Life Analysis demonstrated greater mastery, critical analysis, and application of important developmental theories and concepts than did students who did not complete this assignment. Narrative excerpts from selected life analyses provide additional evidence that lifestory narration leads to higher-level learning outcomes. In using an anonymous questionnaire and anecdotal reports to assess the attitudes of students completing the Life Analysis, I found that attitudes expressed were largely favorable toward the assignment as an effective learning tool and as a useful means by which students can undertake introspective analysis of their own development. Overall, the findings indicate that narrative methodology compares favorably to traditional didactics. The benefits of learning through life-story narration relate to each student's subjective capacity to connect and construct ideas, concepts, and experiences into personally meaningful relationships.

Att forskningsanknyta vårdproblem — om risker och möjligheter

According to the 1977 Higher Education Act, all professional training was to have a scientific foundation and be linked to research. For nurse training, with roots in a practical tradition, this reform meant a major change, a meeting with a different knowledge tradition. The aim of this empirical study is to describe and analyze what a group of nursing students learned during the course of their training and in the practice of their profession. The risks and possibilities of “scientification” are dependent upon the status that is ascribed to the practical knowledge tradition. If this tradition receives recognition and if research linkage becomes an instrument for developing the nursing student's capacity for critical analysis and reflection, then the possibilities for development are great. If, on the other hand, the practical knowledge tradition does not receive recognition, then there is a great risk that it will become subordinated to the scientific.

Volleyball and other analogies: a response to Englert.

Englert and her colleagues have contributed much to our knowledge about effective writing instruction. They have demonstrated that interventions that make explicit the writing process and text structures are successful with students with learning disabilities as well as those without. Englert attributes this success to the holistic, social, and interactive nature of the instruction. However, one must keep in mind that CSIW was a package approach that included other validated instructional components. CSIW teachers presented conceptual models, used examples and nonexamples to illustrate text structure concepts, modeled thinking overtly while demonstrating the process, provided guided practice by prompting the process through dialogue and think-sheets, faded prompts as students took over more of the responsibility for the process, and taught for generalization by addressing more than one text structure and promoting student talk about the process. As Englert reported, most teachers seldom do these things, even when they claim to teach the writing process. Englert allows for the possibility that all students with learning disabilities may not be ready for cognitive strategy instruction as it is described in her article, and professionals must acknowledge that different techniques may be more effective for students of different ages and abilities. Swanson (1990) emphasized that there must be a match between strategy and learner characteristics and that strategies must be considered in relation to a student's knowledge and capacity. Strategic teaching requires that the teacher have a repertoire of approaches along a continuum that encompasses coaching students to use their own mental resources at one end and basic skill instruction at the other.(ABSTRACT TRUNCATED AT 250 WORDS)

Learning Potential Assessment

This article describes the foundations and uses of learning potential assessment, a dynamic method of determining the student's capacity for cognitive modifiability. The method, which forms the basis for the Learning Potential Assessment Device (LPAD), can assist in identifying low functioning students whose capacity for greater achievement typically goes undetected with traditional measures. Case studies of the use of LPAD are presented.

A Switch for Education: Utilizing Simplified Microswitch Technology

Special opportunities for growth and development must be provided to enable students with disabilities to develop an increasing degree of control of the environment, including other people and themselves. Therefore, programming must be designed to gradually produce more complex behavior patterns that, in turn, increase a student's capacity to cope with the environment. On the one hand, microswitches can quickly alter a student's involvement in the learning process from that of a passive recipient to that of an active participant. At the same time, microswitches can often enable these same students to experience the feelings of satisfaction and success that come from learning that their actions had some effect on their environments. Therefore, both creativity and effective programming warrant attention to specific opportunities for development. The rate and direction of development, however, can sometimes be significantly modified by utilizing and controlling certain physical, psychological, and social aspects of the environment.

Caring and Sharing: Moral Development of Gifted Students

Previous articleNext article No AccessCaring and Sharing: Moral Development of Gifted StudentsDorothy A. SiskDorothy A. Sisk Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 82, Number 3Jan., 1982Special Issue: Gifted Education Article DOIhttps://doi.org/10.1086/461259 Views: 8Total views on this site Citations: 12Citations are reported from Crossref Copyright 1982 The University of ChicagoPDF download Crossref reports the following articles citing this article:Adnan ÖZBEY, Fatıma Firdevs ADAM KARDUZ ÖZEL YETENEKLİ VE NORMAL GELİŞİM GÖSTEREN ÖĞRENCİLERİN AHLAKİ KİMLİK VE ÖZGECİLİK DÜZEYLERİNİN İNCELENMESİ, Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18, no.44 (Dec 2018): 2207–2226.https://doi.org/10.17240/aibuefd.2018.18.41844-432053Vivien S. Huan, Lay See Yeo, Rebecca P. Ang, Wan Har Chong Concerns and Coping in Asian Adolescents—Gender as a Moderator, The Journal of Educational Research 105, no.33 (Apr 2012): 151–160.https://doi.org/10.1080/00220671.2010.544341Seana Moran Changing the world: tolerance and creativity aspirations among American youth, High Ability Studies 21, no.22 (Dec 2010): 117–132.https://doi.org/10.1080/13598139.2010.525342Annemarie Roeper, Linda Kreger Silverman Giftedness and Moral Promise, (Feb 2009): 251–264.https://doi.org/10.1007/978-0-387-89368-6_19Lynne Bailey Understanding Chris to Teach Him More Effectively, Middle School Journal 37, no.22 (Aug 2016): 37–46.https://doi.org/10.1080/00940771.2005.11461525Angela Spreacker Educating for Moral Development, Gifted Education International 15, no.22 (Jul 2016): 188–193.https://doi.org/10.1177/026142940101500209Christy Folsom From a distance: Joining the mind and moral character, Roeper Review 20, no.44 (May 1998): 265–270.https://doi.org/10.1080/02783199809553904Sandra N. Kaplan, Natasha Shumakova Learning side‐by‐side: The international curriculum project, Roeper Review 14, no.44 (May 1992): 193–196.https://doi.org/10.1080/02783199209553426Patrick C. F. Kwan On a Pedestal: effects of intellectual‐giftedness and some implications for programme planning, Educational Psychology 12, no.11 (Jan 1992): 36–62.https://doi.org/10.1080/0144341920120104Nancy Fichtman Dana, Carol Lynch‐Brown Moral development of the gifted: Making a case for children's literature, Roeper Review 14, no.11 (Sep 1991): 13–16.https://doi.org/10.1080/02783199109553373Ronald S. Lenkowsky Bibliotherapy: A Review and Analysis of the Literature, The Journal of Special Education 21, no.22 (Aug 2016): 123–132.https://doi.org/10.1177/002246698702100211Carolyn H. Simmons, Connie Zumpf The Gifted Child: Perceived Competence, Prosocial Moral Reasoning, and Charitable Donations, The Journal of Genetic Psychology 147, no.11 (Mar 1986): 97–105.https://doi.org/10.1080/00221325.1986.9914484

The brain, intelligence, and education: Implications for gifted programs

Recent research on the brain and how it functions indicate that education methodologies can be altered to expand a student's intellectual capacity.

Writing in the College Years: Some Indices of Growth

ing, or rather the students' capacities for as revealed in the writing. Since the term, if not the measure, is similar to that used in other studies, it is necessary to define more precisely what we were investigating. First, this instrument must be distinguished from that used by Dilworth et al., who categorized the abstractness of different samples of student writing by evaluating each T-unit according to its degree of abstractness, using three categories: Statements at a low level of are those which make no explicit inferences or judgements. Physical descriptions, statements of objective e paper has made use of some appropriate examples, illustrations, ., ut these are only occasional nd not always relevant or c n316 This content downloaded from 207.46.13.146 on Tue, 23 Aug 2016 04:49:33 UTC All use subject to http://about.jstor.org/terms Writing in the College Years fact and restatements of the literal circumstances of the poem are characteristic of this level. Statements at a high level of are those which propose principles or generalizations concerning life at large. Those T-units not obviously classifiable as either low or high abstractions were tabulated as moderate abstractions.12 The instrument used in our research was radically different in conception. First, it was the discourse as a whole that was categorized, not the individual units (whether sentences or T-units). Each essay was given a global rating with respect to this criterion. Second, this rating was not based on the abstractness of the diction or the abstractness of individual propositions, but rather on the student's capacity to abstract as revealed in the essay: the degree to which the primary data dealt with in the essay had been classified, ordered, and integrated by the writer within some superordinate hierarchic conceptual pattern. The scale was intended to measure the writers' ability to abstract from and conceptualize about their primary material, and for this reason the word abstracting rather than abstraction was used to define the instrument. An essay might indeed sound very abstract, it might consist of many generalizations and abstract propositions, but unless the generalizations grew out of the particulars dealt with in the paper, unless the had been performed by the writer, the essay could not be highly judged according to our scale. The scale was developed from the one used in the Britton et al. research project,13 which was itself based on James Moffett's levels of abstraction.14 The three models are similar and yet different in fundamental ways; Figure 1 highlights some of these contrasts. For Britton and Moffett, the first level of Levels of Abstracting Britton et al. Moffett

Engineering Reality in Single-Answer Problems

The purpose of this work has been to investigate one method by which some of the outside reality of the world of engineering can be presented in single-answer problems. The technique involves a tool readily available to all engineering educators: the current technical literature. Single-answer problems are particularly important in the earlier phases of engineering education, when they serve to develop the student's capacity to use fundamental intellectual abilities such as recall and manipulation. Textbook problems are typical. They are generally considered to have little direct relation to the real world of engineering. However, if some of this outside reality can be presented in such problems, the student will perceive them as relevant and will be motivated to higher levels of achievement.

Reference-Group Theory and Ability Grouping: A Convergence of Sociological Theory and Educational Research

terpretation of Student B and C's scores. The teacher's use of background knowledge (consisting of the student's behavior during the testing session) was used to provide one set of scores (B's) with a sense of validity. From the teacher's perspective a score is valid when it is produced through knowledge rather than random choice by the student. This conception of validity is suggested in the teacher's remarks about how she gave the test. Student C's behavior while taking the test undercuts and alters the meaning his scores have for the teacher. The ethnographic details supplied to C's scores alters their sense of being high scores to scores produced through luck rather than knowledge. The use of background knowledge amounts to embedding the test scores in a context such that the scores take on an objective appearance. That objective appearance is the accomplishment of subjective activity: the use of background knowledge. Because the test scores are potentially equivocal, background knowledge is used to resolve that equivocality and thereby provide the scores with their factual properties. While sociologists and educators imply that the use of background knowledge undermines the objectivity of the test, I have shown that it is through the use of background knowledge that the objectivity of the test is secured by rendering an otherwise truncated account of the student's capacities into a rich and immediate context of tacitly and explicitly known matters.