Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

The ability of spatial transfer to occur in movement sequences is reflected upon in theoretical perspectives, but limited research has been done to verify to what extent spatial characteristics of a sequential learning task occur. Three experiments were designed to determine participants’ ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in all experiments. The task required participants to move a horizontal lever to sequentially projected targets. Experiment 1 included 2 groups. One group practiced a pattern in which targets were located at 20, 40, 60, and 80° from the start position. The other group practiced a pattern with targets at 20, 26.67, 60, and 80°. The results indicated that participants could effectively transfer to new target configurations regardless of whether they required proportional or non-proportional spatial changes to the movement pattern. Experiment 2 assessed the effects of extended practice on proportional and non-proportional spatial transfer. The data indicated that while participants can effectively transfer to both proportional and non-proportional spatial transfer conditions after one day of practice, they are only effective at transferring to proportional transfer conditions after 4 days of practice. The results are discussed in terms of the mechanism by which response sequences become increasingly specific over extended practice in an attempt to optimize movement production. Just as response sequences became more fluent and thus more specific with extended practice in Experiment 2, Experiment 3 tested whether this stage of specificity may occur sooner in an easier task than in a more difficult task. The 2 groups in Experiment 3 included a less difficult sequential pattern practiced over either 1 or 4 days. The results support the existence of practice improvement limitations based upon simplicity versus complexity of the task.

The purpose of the study was to compare the effectiveness of visualization of natural phenomena via computer simulation and manipulations of concrete objects, in a physics laboratory, on the development of students’ inquiry skills in mechanics. A quasi-experimental method that employed the 2 Learning Tools x 2 Time of learning split-plot factorial design was applied in the study. The sample consisted of 54 Grade 11 students from two physics classes of the university preparation section in the Ottawa-Catholic School Board. One class was assigned to interactive computer simulations (treatment) and the other to concrete objects in physics laboratory (control) as learning tools. Both tools were embedded in the general framework of the guided-inquiry cycle approach. The results showed that the interaction effect of the Learning Tools x Time of learning was not statistically significant. However, the results also showed a significant effect on the development of students’ inquiry skills (indicated by the pre- and post-inquiry skills test) regardless of the type of learning tool they had used. The findings suggested that these two strategies are effective in developing students’ inquiry skills in mechanics.

It is well recognized that a certain component of surgical residency training has transitioned from the operating room to the surgical skills lab. Although a significant amount of important work has validated simulators as viable systems for teaching technical skills outside the operating room, the next step is integrating simulators into a comprehensive curriculum. Several frameworks for curricular design have been described in the literature; however, few curricula have been described or validated for minimally invasive surgical procedures. This study describes the design and validation of a comprehensive technical skills curriculum for laparoscopic colorectal surgery, an advanced laparoscopic procedure. The initial step in this project utilized the Delphi consensus methodology to develop a procedure-specific evaluation tool for laparoscopic colorectal surgery. This evaluation tool demonstrated reliability and validity in the context of expert and novice performance in the operating room. The next phase of the project also used the Delphi method to develop international consensus on a proficiency-based virtual reality program designed to teach the technical skills necessary to perform laparoscopic colorectal surgery. This virtual reality training program was then integrated into a comprehensive curriculum consisting of psychomotor training on the virtual reality simulator, as well as cognitive training and a cadaver lab. The final component of this project was a randomized single-blinded controlled trial that demonstrated that surgical residents who participated in the comprehensive curriculum exhibited superior technical skills in the operating room, and superior cognitive knowledge relating to laparoscopic colorectal surgery, compared to residents who received only conventional residency training.

Many researchers have pointed out the difficulties teachers face with managing student oppositional behaviour in the classroom. Most pre-service teacher education programs emphasize the curriculum content and the planning of lessons to the exclusion of specialized training in classroom management approaches. This oversight has led to inadequate classroom management skills in many teachers and can result in low teacher self-efficacy and high rates of stress and burnout. Many commonly employed strategies used by teachers to manage problem behaviour focus on reductive consequences that can have a range of negative side effects. Other strategies may be proactive and effective, but are often too complicated and impractical for regular use. In this paper we propose a “keystone” approach to classroom management that may be more efficient and effective for teachers to use in the classroom. With this approach, teachers focus on a circumscribed set of specific classroom skills that have the potential to produce widespread improvement in child outcomes. Empirical support for this approach is discussed.

Many researchers have pointed out the difficulties teachers face with managing student oppositional behaviour in the classroom. Most pre-service teacher education programs emphasize the curriculum content and the planning of lessons to the exclusion of specialized training in classroom management approaches. This oversight has led to inadequate classroom management skills in many teachers and can result in low teacher self-efficacy and high rates of stress and burnout. Many commonly employed strategies used by teachers to manage problem behaviour focus on reductive consequences that can have a range of negative side effects. Other strategies may be proactive and effective, but are often too complicated and impractical for regular use. In this paper we propose a “keystone” approach to classroom management that may be more efficient and effective for teachers to use in the classroom. With this approach, teachers focus on a circumscribed set of specific classroom skills that have the potential to produce widespread improvement in child outcomes. Empirical support for this approach is discussed.

It is well recognized that a certain component of surgical residency training has transitioned from the operating room to the surgical skills lab. Although a significant amount of important work has validated simulators as viable systems for teaching technical skills outside the operating room, the next step is integrating simulators into a comprehensive curriculum. Several frameworks for curricular design have been described in the literature; however, few curricula have been described or validated for minimally invasive surgical procedures. This study describes the design and validation of a comprehensive technical skills curriculum for laparoscopic colorectal surgery, an advanced laparoscopic procedure. The initial step in this project utilized the Delphi consensus methodology to develop a procedure-specific evaluation tool for laparoscopic colorectal surgery. This evaluation tool demonstrated reliability and validity in the context of expert and novice performance in the operating room. The next phase of the project also used the Delphi method to develop international consensus on a proficiency-based virtual reality program designed to teach the technical skills necessary to perform laparoscopic colorectal surgery. This virtual reality training program was then integrated into a comprehensive curriculum consisting of psychomotor training on the virtual reality simulator, as well as cognitive training and a cadaver lab. The final component of this project was a randomized single-blinded controlled trial that demonstrated that surgical residents who participated in the comprehensive curriculum exhibited superior technical skills in the operating room, and superior cognitive knowledge relating to laparoscopic colorectal surgery, compared to residents who received only conventional residency training.

Jennifer Howard. Adkins April 12, 2004 51 pages Directed by: Dr. William Pfohl, Dr. Antony Norman, and Dr. Reagan Brown Department of Psychology Western Kentucky University In the United States today there are approximately 1.5 million students being home schooled. With this ever growing number, it is important to examine this unique population in order to determine the effects this alternative form of education will have on these students, not just academically, but in other areas as well. The purpose of this study is to examine the concepts of emotional intelligence and social skills in home schooled students. One hundred home schooled students and their parents participated in this study by completing emotional intelligence and social skills questionnaires. Results of the study support the hypotheses that the home schooled students would have higher levels of social skills and lower scores on the problem behaviors scale than the standardization population. In regards to emotional intelligence, differences were found among the elementary and secondary grade levels of the home schooled children. Home schooled elementary students achieved higher scores than the standardization population on two of the seven areas measured. No significant differences were found in the other areas. Home schooled secondary students achieved higher scores than did the standardization population on four of the seven areas measured. No significant differences were found in the other areas.

When you are assigned a research paper, you will spend many hours searching the library and the Internet for materials relevant to your topic. It is important to develop a system to organize and save the information you wish to use for your paper. After completing this interactive tutorial you will be able to create a research log to organize and save the information from a web site. This flash tutorial requires a screen resolution of 1024 x 768 or higher.

The purpose of the study was to compare the effectiveness of visualization of natural phenomena via computer simulation and manipulations of concrete objects, in a physics laboratory, on the development of students’ inquiry skills in mechanics. A quasi-experimental method that employed the 2 Learning Tools x 2 Time of learning split-plot factorial design was applied in the study. The sample consisted of 54 Grade 11 students from two physics classes of the university preparation section in the Ottawa-Catholic School Board. One class was assigned to interactive computer simulations (treatment) and the other to concrete objects in physics laboratory (control) as learning tools. Both tools were embedded in the general framework of the guided-inquiry cycle approach. The results showed that the interaction effect of the Learning Tools x Time of learning was not statistically significant. However, the results also showed a significant effect on the development of students’ inquiry skills (indicated by the pre- and post-inquiry skills test) regardless of the type of learning tool they had used. The findings suggested that these two strategies are effective in developing students’ inquiry skills in mechanics.