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Encouraging realistic expectations in STEM students: paradoxical effects of a motivational interventionSverdlik, Anna January 2014 (has links)
University students in STEM disciplines are expected to successfully deal with academic stress while maintaining the well-being and motivation required to achieve superior performance. These students are at risk of overconfidence which can lead to disengagement when students are inevitably faced with disappointment. The present study evaluated the effects of a longitudinal motivational intervention encouraging downgrading expectations (Heckhausen, Wrosch, & Schulz, 2010) for pre-medicine university students (N = 52) on self-reported expectancies (academic expectations and optimism), academic emotions (enjoyment and anxiety), psychological well-being (illness symptoms and depression), and academic achievement (sessional GPA). Contrary to study hypotheses, results showed students in the intervention condition to report higher expectations and optimism on post-test measures, as well as lower GPAs over five academic semesters following the intervention. These paradoxical effects highlight the importance of tailoring previously successful motivational programs to the unique psychological needs and aptitudes of students in STEM disciplines. Keywords: Motivational intervention, STEM, downgrading expectations / Les étudiants universitaires dans les disciplines de STEM sont censés de traiter le stress académique en préservant leur bien-être et la motivation nécessaire pour obtenir un rendement supérieur. Ainsi, ces élèves sont à risque d'être trop confiants, ce qui peut provoquer un désengagement lorsque les élèves rencontreront des expériences décevantes. Cette étude a évalué les effets d'une intervention qui encourage un déclassement de leurs attentes auto-déclarées à long terme (Heckhausen, Wrosch, et Schulz, 2010) pour les étudiants universitaires pré-médecine (n = 52) concernant leurs réussites scolaires et leur optimisme, les émotions académiques (jouissance et l'anxiété), le bien-être (symptômes des maladies et la dépression), et la réussite scolaire (AMP). Les résultats ont révélé que, contraire à les hypothèses, les élèves de la condition d'intervention ont démontré des attentes scolaires et des niveaux d'optimisme plus élever, ainsi que les AMP inférieurs pendant une période de plus de cinq semestres académiques après avoir reçu l'intervention. Ces effets paradoxaux soulignent l'importance d'adapter les programmes de motivation éprouvées aux aptitudes et besoins psychologiques spécifiques des élèves dans des disciplines de STEM. Mots clés: intervention de motivation, STEM, déclassement d'attentes
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How professionals experience critical thinking within an occupation| Peering into the phenomenaAndrews, Lyron Heath 27 February 2015 (has links)
<p> This study explores how six professionals experience critical thinking within their occupation. The research methodology employed for this study was hermeneutic phenomenology. The aim of the research was to reveal the essence of the experience of these critical thinkers as they encountered the guidelines, standards, and policies of their work environment and how these affected their ability to think critically. </p><p> From the oral record of the lived events, five major findings surfaced from these experiences: Tactics and Values, Emotional State, Critical Questions, Pre-/Post-Expectations and Beliefs, and Inhibitors to Critical Thinking. </p><p> There was a confirmed connection to the literature for critical questions, the emotional state, and tactics and values of critical thinkers, but no apparent thematic connection in the literature was found regarding pre-/post-expectations and beliefs or a catalog of inhibitors to critical thinking. </p><p> Analysis of the findings led this researcher to the conclusion that leadership is the persistent and fundamental key to answering if an environment is appropriate or not for a critical thinker to flourish. The analysis also yielded recommendations for the critical thinker to catalog and be mindful of possible inhibitors to critical thinking within an occupation and for leaders within an organization to foster an environment that is hospitable to critical thinkers.</p>
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A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics AnxietyKinkead, Karl J. 06 March 2015 (has links)
<p>Math anxiety, defined as feelings of apprehension and fear of courses involving mathematics, often interferes with student learning in a variety of college-level courses. A related phenomenon, statistics anxiety, affects the performance of many students in statistics courses. Researchers have found evidence that including collaborative problem solving as an instructional methodology is effective at reducing the negative effects of statistics anxiety. The purpose of this qualitative case study was to explore adult perceptions of collaborative problem solving as an instructional methodology focused on improving the learning environment in a business statistics course. Behaviorist, constructivist, and adult learning theories provided the foundation for this study that gathered narrative interview data from 14 adult students. The narratives were analyzed by first coding responses to questions into 7 frames of reference. Further refining of the data was accomplished by grouping responses in each frame of reference into common realms of response. Findings indicated that the adult participants perceived collaboration to be effective at reducing stress levels and improving course performance. Additionally, the participants identified weekly learning tasks, collaborative partner selection methods, and student resource materials that could benefit from redesigning. The project that stemmed from this research involved restructuring the instructional methodologies, learning tasks, and student resources to better align with adult learning preferences identified by the participants. The benefits to positive social change resulting from this project study included improving the course learning environment for adults and identifying adult preferences for implementing collaboration as a learning methodology.
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Towards the identification of family physician learning needs through a reflective processLewis, Denice January 2012 (has links)
Background Continuing professional development stakeholders are continually searching for better ways of collecting and using data to determine the educational needs of physicians. Research questions1) What, if any, family physician learning needs are revealed through the reflective process prompted by the Information Assessment Method (IAM)?2) What is the meaning of the Highlight ratings for the identification and prioritization of Canadian family physician learning needs? Methods A mixed methods sequential explanatory design was employed. Quantitative IAM data was collected from a family medicine web based e-Therapeutics+ 'Highlights' continuing medical education program over a 22-week period. Six senior Canadian continuing professional development key informants were interviewed about the meaning and potential uses of this IAM data in the context of current needs assessment practices. Results 3690 family physicians rated at least one highlight (31.4% participation rate). A mean of 675.2 (range 414-1176) ratings per highlight was recorded. On average, 54.5 % of participants learned something new, 45.7 % were motivated to learn more and 59.3% found topics to be relevant to at least one patient in practice. Key informants found that ratings 'motivation to learn more' may suggest participants' learning needs when combined with data from other sources, and that 'learning' and 'relevance' ratings can reveal information about participants' knowledge base. Conclusions With data from other sources, IAM data may suggest learning needs, and reveal topics where physician knowledge was confirmed. / Contexte Les personnes impliquées dans le domaine du développement professionnel continu (DPC) cherchent constamment des meilleurs moyens de collecter et d'utiliser des données pour déterminer les besoins des médecins en éducation continue. Questions de recherche1) Est-ce que des besoins d'apprentissage des médecins de famille sont révélés à travers le processus de réflexion suscitée par la Méthode d'évaluation des informations (MEI)?2) Quelle est la signification des évaluations des « Highlights » pour l'identification et le choix des priorités concernant les besoins d'apprentissage des médecins de famille canadiens? Méthodes Une recherche utilisant des méthodes mixtes a été conduite (devis séquentiel explicatif). Des données quantitatives ont été collectées avec la MEI sur une période de 22 semaines via un programme d'éducation continue en médecine familiale avec une ressource internet, e-Therapeutics+ 'Highlights'. Six informateurs clés experts en DPC ont été interrogés sur la signification des données obtenues avec la MEI, et les utilisations possibles de ces données pour évaluer les besoins d'apprentissage. Résultats 3690 médecins de famille ont participé (taux de participation : 31.4%). En moyenne, 675,2 questionnaires MEI ont été complétés par 'Highlight' (414 - 1176). En moyenne, 54,5% des participants ont appris quelque chose de nouveau, 45,7% étaient motivés pour en savoir plus, et 59,3% ont trouvé des informations pertinentes pour au moins un de leurs patients. Les informateurs clés ont trouvé que les réponses 'motivation pour en savoir plus' peuvent suggérer des besoins d'apprentissage des participants lorsqu'elles sont combinés avec des données provenant d'autres sources, et que les réponses 'j'ai appris' et 'information pertinente' peuvent révéler des informations sur les connaissances des participants. Conclusions Avec des données d'autres sources, les données obtenues avec la MEI peuvent suggérer des besoins d'apprentissage, et révéler des sujets pour lesquels les médecins ont amélioré ou confirmé leurs connaissances.
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How dietitians turn experience into knowledge about practice in community-based prenatal nutritionBeauchamp, Jacinthe January 2004 (has links)
As a practicing dietitian, I am reminded by the dietetics and education literatures of just how important it is for me, and for the profession, to develop skills to continue to learn and improve practice. Although reflection is an integral step of professional development strategies in dietetics, little is known about it in our context. The study's purpose is to assist dietitians in their quest for continuous learning and improved practice by documenting experiences of dietitians and exploring the reflection process embedded in this data. Research questions guiding this exploration focused on 1) the process through which dietitians reflect on their practice, 2) the outcomes of dietitians' reflection on practice and, 3) conditions influencing dietitians' reflection. Reflection is defined as a process of turning experience into knowledge about practice and improving it. The study was designed based on grounded theory to allow for detailed exploration of dietitians' reflection and theory generation. Data collection consisted of a) a pilot study to determine effectiveness of instruments and procedures, b) formal interviews to document participant experiences and thinking during and following it, and, c) follow-up interviews to verify interpretation of data and to pursue themes arising from analysis. Interview questions invited participants to recall and relate a time when they experienced something uncertain, puzzling, surprising or satisfying, an experience in which learning about prenatal nutrition occurred or one that had an impact on their thinking or approach. Participants were six dietitians practicing in prenatal projects sponsored by community organizations or in prenatal initiatives of governmental departments, both of which targeted pregnant women facing challenging social, economic or cultural situations. Data analysis centered on identification of concepts and constant comparisons within and between participants. Study findings suggest participan / Les litératures en diététique et en éducation nous rapellent, qu’en tant que diététiste, nous nous devons de développer les habiletés pour continuer à apprendre et pour améliorer notre pratique. Bien que la réflexion soit une étape intégrale des stratégies de développement professionnel en diététique, nous en savons peu sur ce processus dans notre domaine. Le but de cette étude est de faciliter l’apprentissage continu des diététistes et le développement de leur compétence. Dans ce but, des expériences de diététistes sont recueillies et le processus de réflexion contenu dans ces données est examiné. Les questions guidant cette exploration portent sur 1) le processus utilisé par des diététistes pour réfléchir à leur pratique, 2) le résultat des réflexions sur leur pratique et, 3) les conditions favorisant leur réflexion. La réflexion se définit comme un processus de transformation d’expériences en connaissances sur la pratique et d’amélioration. L’étude a été conçu selon la théorie ancrée puisque cette approche permet un examen détaillé des réflexions de diététistes et le développement d’une théorie. La collecte de données comprenaient a) une étude pilote pour déterminer l’efficacité des instruments ainsi que des procédures, b) des entrevues permettant de recueillir des expériences de participantes et leurs pensées pendant, et après une expérience, et, c) des suivis pour vérifier l’interprétation des données et explorer des thèmes ayant surgit lors de l’analyse. L’entrevue invitait les participantes à se remémorer et à détailler une situation incertaine, énigmatique, surprenante ou satisfaisante, une expérience ayant influencé le développment de leur savoir, leur conception ou leur approche en nutrition prénatale. Six diététistes, pratiquant en nutrition prénatale dans le cadre de projets d’organismes communautaires ou de programmes gouvernementaux ciblant$
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Not so common-sense: using critical theory to improve strategies to do public education for social changeHayes, Margaret January 2010 (has links)
This thesis constitutes an overview and analysis of social justice oriented non-formal education. It draws together research on four distinct social justice educational projects in which the author was involved. Reading multiculturalism, citizenship education and global education against the grain, the author describes the limitations of projects and discourses that are easily appropriated into the logic of neo-liberalism that is dominant in our era. In a case study of the educational strategy of economic and political literacy, the author also provides an analysis of pedagogy that distinguishes between didactic and dialogic approaches to community based education. / Cette thèse constitue une vue d'ensemble et une analyse de certains aspects de l'éducation non formelle orientée vers la justice sociale Elle résume les recherches sur quatre projets d'éducation pour la justice sociale, dans lesquelles l'auteure était impliquée. En lisant à contre-courant les thèmes du multi-culturalisme, de l'éducation civique, et de l'éducation à l'échelle mondiale, l'auteure décrit les limites de projets et de discours trop facilement integrés à la logique du néo-libéralisme qui domine notre époque. Dans une etude de cas sur les stratégies éducatives pour les connaissances économique et politique, elle fournit ausssi l'analyse d'une pédagogie qui fait la différence entre les approches didactique et dialogique à l'éducation communautaire.
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Understanding interpretive audiences for effective adult learning a case study of a Japanese National Park /Yamada, Naoko. January 2007 (has links)
Thesis (Ph.D.)--Indiana University, School of Health, Physical Education, and Recreation, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2765. Adviser: Douglas H. Knapp. Title from dissertation home page (viewed Mar. 28, 2008).
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The importance of motivation in training and developmentMiller, Joseph D. January 2007 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.
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The use of continuing professional education (CPE) by practicing Presbyterian ministers /Martin, Steven C. January 2007 (has links)
Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Bibliography: leaves 152-158. Also available online.
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Description and evaluation of current fire service training materials developmentTarr, Sara E. January 2007 (has links)
Thesis (PH.D.) -- Syracuse University, 2007. / "Publication number AAT 3266322"
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