Special Education referrals: Failure to replicate student–teacher ethnicity interaction.

Investigated the influence of student sex and ethnicity and teacher sex, ethnicity, and teaching level on referrals to special education. Responses of 320 teachers enrolled in graduate courses to a systematically varied protocol showed that recommendations were influenced by teacher ethnicity and teaching level but not by student sex or race. Also, teacher ethnicity and student sex showed significant interaction. Black and White teachers recommended more males, whereas Hispanics recommended more females for special education. Results fail to replicate an earlier study by S. Tobias et al (see record 1982-22036-001) who found an interaction between teacher and student race in which teachers recommended fewer students of their own background for special education. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A history of teaching machines.

The development of teaching machines is traced from the patented educational devices of the 19th century through the initial teaching machines of Sidney Pressey in the 1920s to the machines invented by B. F. Skinner in the 1950s. The obscurity of Pressey's pioneering work in this field contrasted with the fame achieved by Skinner is discussed in a historical context. The final sections discuss the short-lived success and eventual failure of classroom teaching machines in the 1950s and 1960s. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sidney Leavitt Pressey: American Psychological Foundation Gold Medal Award.

Presents the citation of the 1970 American Psychological Foundation's Gold Medal Award winner, Sidney Leavitt Pressey. As is custom, Dr. Pressey received a gold medal and a scroll with this citation: "To Sidney L. Pressey--ground breaker in psychology; man of capacious mind, inventive spirit, humane concern, and rare good humor; investigator and interpreter of the human life span whose own life has greatly enriched the field of psychology and the lives of his students." Pressey's personal biographic information is also included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American Psychological Foundation Gold Medal Award and the Distinguished Contributions to Education in Psychology Awards: 1970.

At the Annual Meeting of the APA in Miami Beach, Florida, on September 5, 1970, the American Psychological Foundation (APF) announced the recipients of the Gold Medal Award and the Distinguished Contributions to Education in Psychology Awards. Presentations were made by APF President Nicholas Hobbs. Sidney Pressey is this year's Gold Medal Award winner. Freda Rebelsky and Fred Keller, won the 1970 Teaching Awards. One part of the APF program is the presentation of the Gold Medal and a check for $1,000, given to an American psychologist in recognition of a distinguished and long-continued record of scientific and scholarly accomplishments. The Award is limited to psychologists 65 years of age or older and to those residing in North America. This year, for the first time, the American Psychological Foundation has given awards for distinguished contributions to education in psychology. Initiation of these awards was suggested by the APA Division on the Teaching of Psychology, and are intended to recognize individuals who have made unusual contributions to instruction in psychology either through their own teaching or through other instructional functions such as the development of new courses or execution of creative work in evaluation of research in the teaching of psychology. The award is a check donated to the college of the awardee's choice to be used at the discretion of the awardee to further education in psychology. The article also includes the names of previous award winners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligent Interactive Tutoring Systemfor Engineering Mechanics

Engineering education has traditionally been imparted through the lecture-tutorial-laboratory paradigm. Education technology in the last few years has tried to make teaching more effective by supplementing the chalkboard teaching with audiovisual aids like overhead∕slide projectors and videos. These are, however, passive teaching tools. Recent advancement in computer multimedia has brought in a new teaching medium. Multimedia education has several advantages; most noticeably, the instructions can be interactive and self-paced to meet the needs of each individual student. The writers have developed an Intelligent Interactive Tutoring System for engineering mechanics for the first-year engineering students at the Nanyang Technological University, Singapore. The main objective of this system was to supplement classroom teaching via intelligent interaction with the computer-based tutoring system. This system is designed to be a self-paced virtual tutor with intelligent, user-friendly interactions. It is intended to be different from the many commercially available computerized textbooks. The prototype system was tried out with about 200 students who had earlier failed the course in the first semester and repeated it in the second semester of academic year 1997–1998. The system received good response from the students. The full version was implemented on the Nanyang Technological University Intranet and the Internet for use by the regular class of more than 1,600 students in both academic years 1998–1999 and 1999–2000.     

Bronchial carcinoid--twenty years'' experience defines a selective surgical approach

Nursing education has undergone significant changes during the last two decades in Finland. However, clinical teaching has remained unchanged even though it forms the most extensive part of nursing education. National and international research results have also exposed several problems for clinical teaching. In the Finnish nursing education system these problems have remained unsolved probably because many of the suggestions for development, based on research results, presuppose changes in both the college and health care systems. The whole system of clinical teaching was changed during the years 1992-1993 in one nursing college and in one hospital in Tampere, Finland. Action research as a research strategy was applied in this study. The purpose of this paper is to describe the solutions sought and to assess if action research can be applied to the development of clinical teaching.     

Cognitive accident-avoidance training for beginning drivers.

Used programmed instruction/testing to teach safety techniques to 192 high school students in driver education. The independent variable was training feedback/testing, which had 4 levels: (a) no test and no feedback; (b) test with an IBM answer format, but no item feedback; (c) test with a punchboard answer format and immediate individual item feedback; and (d) double testing with punchboard answer format and training feedback. Pressey punchboards provided the programmed testing training. This device registers a response and indicates the correctness of the choice immediately. If initially wrong, an S continued working until that item was correct. Separate ANOVAs were done for (a) number of driving accidents, and (b) moving violations year by year in the 3 yrs following training. For the 1st yr only, the punchboard-twice drivers had one-fourth the accidents of the no-test control drivers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter to The Editor: Canadian Psychologist.

Comments on (1) Anonymous Review of "Readings in General Psychology: Canadian Contributions" by A. W. Pressey and J. P. Zubek (see record 2007-02140-023) and (2) Editorial Policy with Respect to Publishing of Unsigned Book Reviews in the Canadian Psychologist. In the January 1971 issue of the Canadian Psychologist (pages (87-89) there appeared an unsigned review of my co-edited book entitled "Readings in General Psychology: Canadian Contributions". May I state, at the outset, that I was most disturbed by its overall nature which was characterized not only by unwarranted ridicule, some obvious biases, and several gross misinterpretations but also by an almost complete failure to understand the purpose and scope of this book. Even more serious is the reviewer's suggestion or implication that the use of this book might conceivably have a detrimental effect on our beginning university students by providing them with a superficial or even a distorted impression of the nature of "Canadian psychology". Largely because of this allegation, I feel compelled to reply to the review. Furthermore, I also feel compelled to raise a somewhat related issue, viz., the nature of the editorial policy of the Canadian Psychologist regarding book reviews, particularly the publishing of unsigned reviews. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and Employment Aspirations of Students: A Probabilistic Approach.

This research investigates the relationship between education and employment expectations of students and certain easily obtained biographical information. Aspirations to be employed, to earn more than the average person, to finish college, and to work in college teaching are examined separately. The probabilistic response format (What are the chances that . . .?) is found to be more manageable, mathematically more defensible and freer of contamination than traditional formats. Even at Grade 9, males are found to have higher employment expectations than females. However, aspirations "to earn more than average" and "to finish college" show far less difference between males and females. High grade point averages are significantly associated with high expectations among secondary students; no such correlation is found for college students. An interaction between sex and level of parental education is discussed. Males express higher expectations for themselves than those expectations they feel their parents have for them. However, in spite of young persons' exposure to changing cultural roles for women, female students express lower expectations for themselves than those expectations they feel their parents have for them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Letter to The Editor: Canadian Psychologist": Reply to Dr. Zubek.

Responds to commentary by Zubek (see record 2007-02141-039) on the review of A. W. Pressey & J. P. Zubek's book (see record 2007-02140-023). The purpose of the review was to evaluate a unique and difficult undertaking: a collection of general psychology reprints in a Canadian context. A second but equally important intent was to invite reader reflection on some of the broader issues incidentally exposed by the nature of the task. The reviewer concluded that the book was not well enough balanced to be unreservedly recommended. And so they were not! Dr. Zubek's nine points of complaint must be evaluated by the individual reader who will take the time to scan the original review. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surgery in medical education. Division of surgical oncology

Medical education is being required to make a big change over the last 10 years due to the rapidly expanding knowledge of medicine and socioeconomical demands from the public. The education system is now focusing on teaching medical students how to learn individual subjects by themselves leading to understand the concept of self learning and adult learning. It is also required for students and residents to improve clinical competence as early as possible. The purpose of this change in medical education is to produce better doctors for the future. In order to achieve our aim it is essential to have continuous education system during the pre and postgraduate periods and also to realize the importance of education. Standardized education program is also essential to be established. Evaluation system for teaching is needed to attract young doctors to teaching, otherwise enough staffs for education would not be obtained. Teaching experiences should be counted as a career pass at the time of promotion. For a surgeon clinical competence is most important task to achieve but experience of research is also important for young surgeons to become a research minded surgeon or academic surgeon who will make a breakthrough in the field of surgery in the future. It should be emphasized that dean and professors are most responsible in the development of medical education.     

Structural Surface-Achieving Model in the Teaching and Learning Process for Construction Engineering Students

Education is a systematic teaching-learning process involving four main components (teachers, students, knowledge, and the environment) and three main subprocesses (teaching, learning, and evaluation). Throughout the education process, students’ learning is considered as the core subprocess, though various interactions are involved among the variables in the components. The surface-achieving learning approach (achieving motive and surface strategy) is not generally recommended by educational psychologists, but it is the most popular learning approach used by construction engineering students in Hong Kong. In order to investigate the reasons for this phenomenon, a structural surface-achieving learning model is established that includes key learning factors. In this paper, teaching approach, learning approach (achieving motive and surface strategy), year of study, gender, performance, and satisfaction are all considered as major elements of the teaching-learning process. Using the LISREL program, three optimized structural equation models were established separately for the three teaching approaches (transferring, shaping, and traveling). The study confirmed a partial causal relationship among the hypothetical variables and revealed six interesting points: (1) shaping is an exogenous variable that has the least effect on the surface-achieving learning approach among the three teaching approaches; (2) the traveling teaching approach, like the transferring and shaping teaching approaches, causes students to adopt the surface strategy in the learning process; (3) good performance can be obtained even though the surface strategy is adopted by construction students in Hong Kong; (4) students’ performance is a factor encouraging or discouraging educators to use the traveling teaching approach in construction education; (5) satisfaction is an essential variable that induces students to learn with an achieving motive; and (6) female construction students often perform better than their male counterparts.     

论高等职业教育与因材施教

阐述了高等职业教育实施因材施教的必要性和可行性.探讨高职院校只有采取灵活多样、适用的教学改革措施,实施因材施教,才能办出特色,提高教育质量.     

A prospective study to assess the effect of ambulatory teaching on patient satisfaction

PURPOSE: To assess the effect of ambulatory teaching on patients' satisfaction. METHOD: In 1996, 103 adult patients presenting to the Walter Reed General Medicine Walk-in Clinic completed a patient-satisfaction questionnaire immediately following their visits, during which they were initially seen by a trainee (third-year medical student or intern) and then seen by a faculty preceptor. The questionnaire included five items from the validated Medical Outcomes Study (MOS)-9 questionnaire as well as two open-ended questions. Fourteen staff physicians, 13 students (49% of the visits), and 11 interns (51% of the visits) participated in the study. Satisfaction was analyzed by level of training, and the responses from the study patients were compared with the responses from 372 usual-care (i.e., non-teaching) patients from the same clinic, using the chi-squared test. RESULTS: The study patients were typically pleased with their encounters, rating their overall satisfaction as excellent (61%), very good (29%), or good (9%). Nearly two thirds of the patients rated their satisfaction with waiting time to be very good or excellent. Compared with the usual-care patients, the study patients reported equal or greater satisfaction for all five MOS-9 items. Ninety-five percent of the study patients said they would be willing to be seen by a trainee-staff team on future visits. There was no difference in patient satisfaction by trainee level. The study patients cited enhanced interaction (45%), enhanced education (34%), and improved care (26%) as benefits of trainee-involved care, and increased waiting time (18%) and worse care (5%) as drawbacks. CONCLUSION: The results of this study suggest that ambulatory teaching does not adversely affect patient satisfaction, regardless of trainee level, and that patients who have been seen by trainee-staff teams are willing to experience such encounters again.     

Psychiatry clerkship success: skills and styles

In recent years, medical students and psychiatry have been a provocative mix, causing much concern among students and faculty. Disagreement has been frequently offered regarding clerkship content, degree of learning, and even the basic importance of the topic of psychiatry itself. To help overcome these problems, 10 suggestions are offered for a curriculum learning skill foundation and 13 suggestions for clerkship teaching staff approach. These truism ingredients have been the major formula of a successful psychiatry teaching program as consistently reported by almost a decade of students and faculty. It is believed these principles might have wider applicability for enhancement of student recruitment to psychiatry residencies and for general stimulation of interest and learning in clerkship programs of various medical disciplines. Relevant literature is cited which addresses some of these individual issues.     

Educating Students via Distance Learning for Civil Engineering Design

Two structural engineering courses were taught using distance-learning technology. One course was a graduate level, steel design course and the other was an undergraduate, elective, timber design course. Two-way live video and audio connections linked classrooms at San Jose State University and San Francisco State University. The interaction between student and teacher is discussed. These courses were the first time the California State University system offered students academic credit at either of two universities for a course taught via distance education from a single location. The challenges of teaching engineering design concepts via distance learning are discussed. Assessment of the teaching method was performed using student surveys and review of student grades. The assessment survey revealed that the students’ overall impression was positive. Grades received by the students at the Remote Site were lower than those at the Home Site, but this discrepancy may not have been a result of the distance-learning environment.     

Engaging with faculty: Examining rates, predictors, and educational effects for Asian American undergraduates.

This exploratory study examined patterns of student–faculty relationships and interaction for Asian American undergraduates, the characteristics and conditions that contribute to such patterns, and the impact of these relationships and interactions on this population’s learning outcomes. The study utilized data from the Cooperative Institutional Research Program (CIRP), and a sample of 21,559 students was used for the analyses. The results indicate that Asian American students tended to have lower rates of interaction with faculty compared with other racial groups of students; they also were less likely to have high-quality relationships with faculty. This is educationally relevant because subsequent analyses found that Asian American students benefit academically from forming positive relationships and interacting with faculty. Findings also suggest that a set of key background characteristics and institutional conditions can potentially moderate Asian American students’ relationships and interaction with faculty. Implications of the findings are discussed to facilitate a better understanding of the experiences and needs of Asian American students in higher education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The teaching/learning preferences of student nurses in the Republic of Ireland; background issues and a study

Teaching and learning in all forms of education is being increasingly reviewed in a climate of educational accountability. The literature generally displays a certain irrationality about nurse education; on the one hand teachers are espousing student-centred ideologies while on the other hand, students are expressing preferences for teacher-structured approaches. The research on nurse education generally concludes that the roles of teacher and student operate around a mechanistic view of man with the teacher being viewed as the front of all knowledge and the students the passive recipients of that which was given. This paper reports on related background issues, and a study of the teaching/learning preferences of student nurses from general, psychiatric, sick children's and mental handicap nursing. Whilst students reflected preferences for more teacher-structured strategies, significant differences were identified between the preferences of the four groups of student nurses. It is concluded that any insistence on a doctrinaire approach to teaching and learning would be unnecessarily restrictive to the whole process of nurse education. Nurse tutors therefore need to reflect on what they do, particularly that which influences the relationship between the students and what they learn. It is then the responsibility of nurse tutors to act on what they have learned about that relationship and their part in it.     

主干课程群“项目课程”改革的研究与实践

把典型的工作任务或工作项目作为课程的内容,在教师的指导下,学生自主完成由计划到实施的全过程,这样可以有效的完成综合职业知识的教学,同时还能够很好的培养学生的职业能力,这是现代职业教育的一个方向。文章针对包头钢铁职业技术学院的实际,选择了一个专业的主干课程群进行先行的探索,使教学团队建设、理实一体化教室建设、自编教材开发、教学方法和手段创新等一系列环节得以有效融合,创新了理论和实践教学的模式,提高了学生学习的积极性。     

Review of Assessing culturally and linguistically diverse students: A practical guide.

Reviews the book, Assessing culturally and linguistically diverse students: A practical guide by Robert L. Rhodes, Salvador Hector Ochoa, and Samuel O. Ortiz (see record 2006-12379-000). This book provides school practitioners with a practical guide to the assessment of culturally and linguistically diverse (CLD) children that may help reduce inappropriate referral and placement practices. The book is divided the book into three sections, the first of which focuses on the demographic, legal, and educational issues related to CLD students. The second section takes on a practical, "how to" approach to assessment. The final section proposes an integrated format for assessing cognitive and academic ability. This book is unique in that it provides a practical "how to" handbook of multicultural assessment with the culturally and linguistically diverse learner. The book is well-organized and presented in a logical manner. It begins with a clearly defined problem (i.e., disproportionality of CLD students in special education) and provides a comprehensive discussion on related background information. The authors then take the next step by providing suggestions and information that will help the professional take ownership of and change the problem. This book will be a helpful tool for providing the practitioner with information related to the disproportion of CLD students in special education. This book's foundation in current research, practical suggestions, and reproducible materials make it a worthy edition to any practitioner's library. (PsycINFO Database Record (c) 2010 APA, all rights reserved)