Eyes Of Students Research Articles

예비역사교사의 교재 재구성 경험을 통한 변화 탐색

Objectives This study was conducted to explore how pre-service history teachers experienced changes in the process of reconstructing textbooks to be used in a extra-curriculum and to make practical suggestions for future teacher training curriculum.
 Methods For this purpose, in-depth interviews were conducted with 10 pre-service history teachers who had participated in the history education program and conducted various educational activities, including writing textbooks. The interviews were analyzed using a combination of inductive and interpretive methods proposed by Hatch as qualitative methods. In addition, the primary and secondary textbooks authored by the pre-service his-tory teachers were compared and analyzed.
 Results The results of the study showed that the pre-service history teachers' experience of reorganizing text-books made meaningful changes in five main aspects. First, the “textbook view” changed from an absolute per-spective to a relative perspective. Second, the “textbook organization ability” changed from a incoherent method to a coherent method. Third, the “basis for organizing materials” changed from content-based to site-based. Fourth, the “focus of material construction” has changed from instructor-centered to learner-centered. Fifth, the “eye of material organization” has changed from the student's eye to the teacher's eye.
 Conclusions Based on this, teacher training institutions proposed the need for quantitative and qualitative improve-ment and development of the curriculum to support the professionalism of pre-service teachers, and emphasized the need for institutional support at the higher institution level.

Manual dexterity in dentistry: Development and evaluation of a preclinical training program.

The aim of this study was to develop and evaluate the effect of a manual dexterity training program on manual dexterity, perception of self-confidence, quality of cavity preparations, and ergonomic work posture of dental students prior to preclinical training. Students in the first year of the undergraduate dentistry program (N = 63) participated in this study. The program consisted of eight phases in which students performed different types of activities. The dependent variables were: manual dexterity assessed by the modified Dental Manual Dexterity Assessment; self-confidence to perform a preclinical procedure using the VAS scale; quality of Class I cavity preparation; angular deviation from the neutral position of the neck, trunk, wrist and distance between the student's eyes and the mannequin's tooth. These variables were evaluated at two different times: before and after the application of the program. The independent variable was the preclinical manual dexterity training program. After meeting the assumption of normality, the paired t-Student test was performed, the significance level was 5%. The results showed a statistically significant difference in relation to manual dexterity (p < 0.001), self-confidence (p < 0.001), quality of cavity preparations (p < 0.001), distance from the eyes of the student/mannequin (p < 0.001), deviation angle of the neutral position of the trunk (p = 0.007) and wrists (p < 0.001), with better results in posttraining. It was possible to conclude that, in general, the proposed training positively influenced the self-confidence, dexterity, quality of work, and ergonomics of the evaluated students.

School-Related Factors Affecting 12th Grade Students' Academic Success While Preparing for Higher Education

Purpose: The purpose of the research is to determine the views of students, teachers and school principals about factorsaffecting and the extent to which factors affect what degree to 12th-grade students' academic in the school environmentduring the high school preparation period. For this purpose, addressing school-related factors affecting academic success interms of students, teachers, and administrators will provide educational administrators, who are individuals who coordinateall processes related to school, to evaluate how they manage the processes of their academic success through the eyes ofstudents and teachers.Design/Methodology/Approach: Descriptive survey model from quantitative research methods was used in the research. Aproportional stratified sampling type of stratified sampling method was used to determine the study sample. Totally 2509participants, that is 2072 students, 380 teachers and 57 administrators, participated in the research.Findings: It was concluded that teachers think school-related factors affect students' academic achievement more thanadministrators and students. In this context, it can be said that the responsibility that school administrators feel towardsincreasing academic success is less than the teachers. According to the research results, it was concluded that students'perceptions of academic success differ according to their gender, the type of school they attend and the school's success.Teachers' and administrators' perceptions do not differ according to their gender, the type of school they work in, and theschool's success.Highlights: To adapt the managerial behaviours of administrators to the era and reflect them to practice in educationenvironments, school administrators should provide training to gain skills.

Reflective Practices in Teaching: A Study on Faculties of Royal University of Bhutan Colleges

Aims: Reflective practice refers to teachers' conscious efforts to question their daily activities in the classroom to help them learn and develop professionally. The purpose of this study was to determine the level of reflective practices among Royal University of Bhutan (RUB) faculty members, as well as if these activities differed according to demographic characteristics of the respondents. The study's theoretical framework is the four reflective lenses of Brookfield, namely: student's eye, colleague's eye, Research and theory, and personal experiences/ autobiographies.&#x0D; Study Design: A descriptive research design with a quantitative approach was used in this study.&#x0D; Place and Duration of Study: The study was conducted in Bhutan for a period of one year (2020-2021)&#x0D; Methodology: A total of 186 faculty members from the colleges of the Royal University of Bhutan participated in the study using an online structured questionnaire through Google Form. Descriptive statistics, a one-sample t-test, One-way ANOVA, and an independent sample t-test were used to evaluate and present the findings.&#x0D; Results: The findings revealed that Royal University of Bhutan colleges' faculty members engage in reflective practices, with student feedback being the most widely utilized strategy for reflection among the four lenses, and peer feedback being the least used technique. The results also showed that there were no differences in educators' reflective practices depending on gender, the number of years of teaching experience, or training attended during in-service years.&#x0D; Conclusion: The study's main recommendations are to promote peer help in enabling classroom reflection and to provide faculty members with training and development opportunities in various teaching pedagogies.

PENGARUH GAYA MENGAJAR GURU TERHADAP MINAT BELAJAR IPS SISWA

This study aims: (1) To describe the teaching style of teachers in social studies subject for class V at Binjai State Islamic Senior High School, Academic Year 2020/2021. (2) To find out a description of student interest in learning in social studies subject for class V at Binjai state madrasah ibtidaiah for the academic year 2020/2021. (3) To find out whether there is a significant influence between teacher teaching styles on student interest in learning in class social studies subjects at Binjai state madrasah ibtidaiah for the 2020/2021 academic year. The results of this study are: (1). The description of the Teacher's Teaching Style is 60.47 which is categorized as quite good. (2). Description of Student Interest in Student's Social Studies Student's Eyes is 73.44 which is in the good category. (3).There is a significant influence between the Teaching Style of the Teacher and the Student's Learning Interest in the Social Sciences Subject of Class V Madrasah Ibtidaiah Binjai in the Learning Year 2020/2021.

К вопросу о механизмах сдерживания пассивных адаптивных реакций усиления рефракции у школьников

К вопросу о механизмах сдерживания пассивных адаптивных реакций усиления рефракции у школьников

Usingeye‐movementmodelling examples to improve critical reading of multiple webpages on a conflicting topic

AbstractInterventions to promote students' source evaluations have used various methods designed for the classroom context. In the present study, we tested an approach that is easily adaptable to online courses, based on eye movement modelling examples (EMME), that is, short videos displaying an expert student's eye gaze while s/he reads multiple pages on the Internet to learn about a conflicting topic. Using an eye‐tracking methodology in a pre–post design, we analysed how an intervention using EMME changed students' attention to source information, and how this processing affected their learning. EMME increased participants' attention to the search engine results page, author information and decreased attention of texts from untrustworthy pages. In addition, EMME increased the number of participants who cited at least one document source at post‐test. We discuss the potential benefits and limitations of EMME in teaching complex literacy strategies, and the importance of measuring processing data in educational research studies.

Growing Young Researchers: Benefits of Summer Scholarships

Growing Young Researchers: Benefits of Summer Scholarships

Through a Student's Eye

Journal of Palliative MedicineVol. 21, No. 3 Personal ReflectionThrough a Student's EyeCharlotte Browne and James CommonCharlotte BrowneSearch for more papers by this author and James CommonSearch for more papers by this authorPublished Online:1 Mar 2018https://doi.org/10.1089/jpm.2017.0449AboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View article"Through a Student's Eye." Journal of Palliative Medicine, 21(3), p. 395FiguresReferencesRelatedDetails Volume 21Issue 3Mar 2018 InformationCopyright 2018, Mary Ann Liebert, Inc.To cite this article:Charlotte Browne and James Common.Through a Student's Eye.Journal of Palliative Medicine.Mar 2018.395-395.http://doi.org/10.1089/jpm.2017.0449Published in Volume: 21 Issue 3: March 1, 2018Online Ahead of Print:September 11, 2017PDF download

W. S. Cooper As I Knew Him: Teacher, Mentor and Friend

W. S. Cooper As I Knew Him: Teacher, Mentor and Friend

Teaching pragmatic model-driven software development

Model-driven software development is surrounded by numerous myths and misunderstandings that hamper its adoption. For long, our students were victims of these myths and considered MDSD impractical and only applied in academy. In this paper we discuss these myths and present our experience with devising an MDSD course that challenges them and motivates students to understand MDSD principles. The main contribution of this work is a set of MDSD teaching guidelines that can make the course pragmatic in the eyes of students - programmers. These guidelines introduce MDSD from the viewpoint of a programmer as a pragmatic tool for solving concrete problems in the development process. In our MDSD course we implemented the presented guidelines. The course shows several techniques and principles of model-driven development in multiple incremental iterations instead of concentrating on a single tool. At the same time we unite these techniques by using a dynamic visualisation tool that shows to the students the whole infrastructure in the big picture. The course is implemented as an iterative incremental MDSD case study. The paper concludes with a survey performed with our students that indicates positive results of the approach.

Framework for Dynamic Text Presentation in eLearning

We present the framework of an eLearning environment that can adapt to a student's reading behaviour by dynamically selecting and presenting text-based learning material. The student's eye gaze would be used to predict their comprehension level and the text difficulty will be altered to reflect this. This can be used to influence how students interact with the learning environment as well as how they learn the material, streamlining the learning process and optimising learning outcomes. For this framework to be viable two aspects of the design must be feasible; the first is that reading comprehension can be predicted from the reader's eye movements and the second is that changing text difficulty has an effect on learning behaviour. We present preliminary results from a study investigating the latter aspect that supports this claim.

An Intelligent Alarm Based Visual Eye Tracking Algorithm for Cheating Free Examination System

A modern and well established education system is a backbone of any nation's success. High reputation in international platform can only be achieved when best and deserving students represent your country and earn reputation on their ability and dedication. For this purpose an education system must be a cheating free system so that non-deserving students should not get the positions which they don't deserve. This research aims to develop such a system which can be used in exam halls to avoid the cheating based on student's eye movement. The algorithm detects the human from the scene followed by the face detection and recognition. The next phase involves eye detection followed by eye's movement tracking to analyze and decide about whether the student is involved in cheating or not. The system can be used on a large scale in educational institutions as well as in corporate sector wherever exams have been conducted.

Evaluation of user Interface Design for Leaning Management System (LMS): Investigating Student's Eye Tracking Pattern and Experiences

E-learning is an innovation technology with the aim to provide a strategy to improve the quality of teaching and learning. The establishment of LMS is to improve the teaching and learning environments and to have better learning delivering through electronic device. The interface design of LMS plays an important role to deliver the learning process to both learners and educators. The usability of LMS is an important criterion for providing an effective and easy learning environment. Thus, this study aimed to evaluate user interface design of LMS by analyzing student's eye tracking pattern though the gaze plot and heat map. The interface of LMS was divided into three area; top, left and content. Student's area of interest was identified using the eye tracing pattern. Students eye movement was studied using Tobii Series Eye Tracker Model T60/T12 and ManGold software suite to capture their eye tracking pattern when using the LMS to complete their task. The analysis from the student's eye tracking pattern indicated some interface design issues in LMS. Based on this finding, we discuss the user interface design guidelines applied in LMS and suggested some improvement for identified design issues.

Animal Experiments and Pharmacology Teaching at Medical Schools in India: A Student's Eye View

Animal experiments are an integral part of the pharmacology teaching at medical schools in India. Various medical schools in India, and rest of the world, have either introduced alternatives to these experiments or are debating the issue. There have been very few studies that have tried to define the relevance of these experiments and report the attitude of the medical students towards them. This survey aims to assess the attitude of undergraduate medical students towards animal experiments and alternatives to these experiments, in the process trying to explore the issues pertaining to their relevance. A questionnaire based survey was conducted amongst second professional medical students at Government Medical College, Amritsar, India. Questions explored various aspects of animal experiments in pharmacology teaching and provided a platform for expressing views on alternatives to animal experiments. Majority of the students understood the importance of animal experiments in pharmacology but did not favour the use of animals in medical education. There was a strong opinion against the sacrifice of animals for these experiments. There was a strong wave in favour of reducing the number of animals involved in experiments apart from the various other alternatives suggested.

P-839 - How would you have chosen to study psychiatry? traditional didactic versus interactive education - a journey from Modena to Norwich

There is a little of awareness about the existence of different methods for teaching undergraduate psychiatry in European countries. To compare two methods of teaching psychiatry through a medical student's eyes during a student exchange. Comparison of personal experience with traditional education at Modena (Modena University, Italy) and experience with Problem Based Learning (PBL) classes and didactic teaching in Norwich (UEA - Norwich,UK). Group size- The traditional education system prefers lectures: one professor usually teaches more than 100 students. The PBL model assigns one tutor per group of 10 students. Intensity of work during the year - The traditional education system requires efforts to be concentrated on exams since clinical sessions and lessons can be attended passively. The PBL course requires that each student produce written work and teach this to the other group members weekly. Skill development- Facing comprehensive oral exams forces students in traditional education to focus learning sources and time. The PBL approach enhances debating abilities and improves skills in team working. Professors' role- Traditional education professors are usually highly qualified in their subject. PBL professors do not necessarily have to be specialists in the subject because their role is mostly as supervisors of the peer-group learning process. Although at the moment there is no evidence that interactive education methods are more effective in changing doctors' performance it is undeniable that PBL based courses offers more experience in teamwork and in working with a wide range of different colleagues.

Technology Q&amp;A

In this new Technology Q&A column, we seek to answer questions related to technology submitted by JVIB readers. This month's question was submitted by a teacher of students with visual impairments who wrote: is a 9-year-old in an inclusion third-grade class. She is developmentally delayed, visually impaired (20/1000), and has emotional disorders. Anna recently transferred to our school. In her old school she would not participate in braille instruction. She is reading on a first-grade level. Anna participated in a low vision exam and was prescribed a + 20 hand magnifier, + 20 ClearImage microscope, 6X30 Selsi telescope, and a very basic CCTV [closed-circuit television]. Anna likes to use her low vision aids, and has been very cooperative with training to use such a close working distance. Anna cannot read her own writing. Once she becomes comfortable in her new school she will receive instruction in braille. Her teachers have two concerns that we would like the assistive technology specialist to address. What type of CCTV should we request that would allow Anna to participate in computer activities with projection magnification? Anna is not able to see the Promethean Activboards [interactive whiteboards that connect to computers and projectors] her teachers use in the classroom. She becomes frustrated using the telescope. Does the assistive technology specialist have any suggestions? The question of what type of closed-circuit televisions (CCTVs) are appropriate to use in a classroom setting is in many ways a universal one, and we hope this response will not only benefit Anna, but also provide tips for other students and those who work with them. KEY QUESTIONS TO CONSIDER A video magnifier, or CCTV system, uses a stand-mounted or handheld video camera to project a magnified image onto a video monitor, television screen, or computer monitor. Choosing the correct video magnifier involves a number of factors. When conducting an assistive technology assessment, key questions that must be answered include how much reading the student needs to do, how quickly can he or she read, and will he or she become fatigued. If the student becomes fatigued quickly while reading visually, a CCTV may not be the best answer. If she cannot keep up with the reading speed of her classmates, another method of reading may be required. Another question to ask is whether the student's eye condition is progressive. If it is, it may not be wise for the school district to invest a few thousand dollars in a video magnifier. However, the investment may still be worthwhile if there are other students in the district who could use the unit when the student in question can no longer use it. SUGGESTED SOLUTIONS One product that could help Anna is the STRIX from the Dutch company FOCI BV, distributed by Florida Reading and Vision Technology. The STRIX is a portable, handheld electronic CCTV with an adjustable angle and a 7-inch thin film transistor (TFT) display screen. A portable CCTV has the advantage of being able to be moved from place to place to accommodate various activities in the classroom and elsewhere. It has a display-freeze feature that allows you to take a temporary picture of what is on the screen, and a stand to facilitate short handwriting tasks. It also has adjustable magnification levels and various display modes. The STRIX has an auto-focus camera, can be used for reading and writing, and can be held up to magnify images across the room. The device can magnify from 4 to 22 times. In addition to its full-color (photo) mode, it displays images in high-contrast black on white (positive) and high-contrast white on black (negative) modes. The STRIX's Freeze mode freezes the image on the display screen, allowing you to save the image temporarily. …

Experiential Learning: Pharmacy Practice in England Through an American Student's Eyes

ABSTRACTPurdue University's Introductory Pharmacy Practice Experience (IPPE) Program requires second professional year pharmacy students to work or volunteer in a pharmacy practice setting. After introducing the program criteria, students are encouraged to create their own practice experiences. One Purdue student completed her IPPE requirement in a small community pharmacy in Swadlincote, England. Upon conclusion of the experience, the student discovered a number of interesting differences between pharmacy practice in England and the United States, including manufacturer packaging, pharmaceutical law, dispensing procedures, insurance and government programs, and pharmacist's educational requirements. Experiences, such as the ones described here, help students learn about the practice of pharmacy in other countries, as well as provide valuable insights and an opportunity to improve practice in the United States.

From ‘consulting pupils’ to ‘pupils as researchers’: a situated case narrative

Schools in England are now being encouraged to ‘personalise’ the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a ‘student's‐eye’ set of evaluative categories in a school‐wide student survey. They also conducted teacher, student and governor interviews, lesson and meeting observations, and student ‘mind‐mapping’ exercises. In this article, in the light of the findings, the authors discuss the processes they used to work jointly with the student research team, and how they moved from pupils‐as‐consultants to pupils‐as‐researchers, a potentially more transformative/disruptive practice. They query the notion of ‘authentic student voice’ and show it as discursive and heterogeneous: they thus suggest that both a standards and a rights framings of student voice must be regarded critically.

Effects of Multimedia, Computer-Based Instruction on Grocery Shopping Fluency

This study examined the effectiveness of a multimedia program (i.e., interactive computer program, video captions, and still photographs) to increase the fluency of three students with intellectual disabilities to grocery shop. A multiple probe design across participants was used to evaluate the effectiveness of the multimedia program. Instruction, using a constant time delay procedure, occurred through simulations on the computer using video captions and still photographs. Video captions were made in a subjective point of view in which students viewed the sequence of steps for completing the task at the student's eye level as if he/she were performing the skill. The 12 items on the grocery list were arranged by categories (e.g., dairy, canned foods) and fluency of skills was assessed through shopping at a local grocery store. Results indicate that the multimedia program alone was effective in increasing the fluency in which students were able to read aisle signs and locate items without the use of an adaptive grocery shopping list.