Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24002
Hadyn B. Call, J. Clark
This article analyzes one aspect of the hidden curriculum perpetuated throughout public education—transnational families lacking institutional knowledge. This is an effort to combat unwanted ignorance by both the dominant culture and those who are attempting to assimilate. It is an effort to prevent injustices that are currently being addressed after the fact rather than as a preventative measure. In essence, we seek to provide a concrete solution to the hidden curriculum of institutional knowledge by proposing that it becomes a part of the community curriculum—a term we are introducing as a way to make explicit the overlooked, and the underutilized normative cultural knowledge. This article also discusses possible directions for future research and how scholars can make the hidden curriculum known by making it explicit in the community curriculum.
{"title":"The Hidden Curriculum Undone: Teaching Institutional Knowledge to Transnational Families","authors":"Hadyn B. Call, J. Clark","doi":"10.22606/JAER.2017.24002","DOIUrl":"https://doi.org/10.22606/JAER.2017.24002","url":null,"abstract":"This article analyzes one aspect of the hidden curriculum perpetuated throughout public education—transnational families lacking institutional knowledge. This is an effort to combat unwanted ignorance by both the dominant culture and those who are attempting to assimilate. It is an effort to prevent injustices that are currently being addressed after the fact rather than as a preventative measure. In essence, we seek to provide a concrete solution to the hidden curriculum of institutional knowledge by proposing that it becomes a part of the community curriculum—a term we are introducing as a way to make explicit the overlooked, and the underutilized normative cultural knowledge. This article also discusses possible directions for future research and how scholars can make the hidden curriculum known by making it explicit in the community curriculum.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87167686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24004
Mulay Kalyani, Kang Ying-Qi, Aoyama Rie, Chong Shang-Chee, T. Serena, Chan Yiong-Huak, D. RajgorDimple, Kiing Jennifer Sie-Hee
We aimed to determine if providing mid posting and end posting verbal feedback to residents in their developmental and behavioural pediatric posting would improve their end of posting competency scores and overall satisfaction with the posting. Data of 17 residents were retrospectively reviewed and ACGME Competency scores were compared. The residents experiencing the new training also provided additional feedback about the training. The ACGME competency scores for the residents who were given mid posting feedback were significantly higher than those who experienced the old training program and did not receive mid posting feedback [Mean (SD) 7.34(0.8) vs 6.81(1.3), P<0.001]. The residents reported a better understanding of their strengths and weaknesses and felt they had sufficient time to address their training needs after the mid-posting feedback. [Mean (SD) 7.56(1.0) & 7.67(1.1) respectively]. Mid posting constructive verbal feedback is a simple intervention which can be implemented in any area of resident training.
我们的目的是确定在发展和行为儿科岗位向住院医生提供中期和结束岗位的口头反馈是否会提高他们的结束岗位能力得分和总体满意度。对17名住院医师的资料进行回顾性分析，并比较ACGME能力评分。体验新培训的住院医生也提供了关于培训的额外反馈。接受中期反馈的住院医师的ACGME胜任力得分显著高于未接受中期反馈的住院医师[Mean (SD) 7.34(0.8) vs 6.81(1.3)， P<0.001]。实习医生报告说，在中期反馈后，他们对自己的优势和劣势有了更好的了解，并感到有足够的时间来解决他们的培训需求。[平均(SD)分别为7.56(1.0)和7.67(1.1)]。发布建设性的口头反馈是一种简单的干预措施，可以在住院医师培训的任何领域实施。
{"title":"Posting Feedback – a New Strategy in a Developmental Behavioural Pediatric (DBP) Posting in Post Graduate Medical Training in Singapore","authors":"Mulay Kalyani, Kang Ying-Qi, Aoyama Rie, Chong Shang-Chee, T. Serena, Chan Yiong-Huak, D. RajgorDimple, Kiing Jennifer Sie-Hee","doi":"10.22606/JAER.2017.24004","DOIUrl":"https://doi.org/10.22606/JAER.2017.24004","url":null,"abstract":"We aimed to determine if providing mid posting and end posting verbal feedback to residents in their developmental and behavioural pediatric posting would improve their end of posting competency scores and overall satisfaction with the posting. Data of 17 residents were retrospectively reviewed and ACGME Competency scores were compared. The residents experiencing the new training also provided additional feedback about the training. The ACGME competency scores for the residents who were given mid posting feedback were significantly higher than those who experienced the old training program and did not receive mid posting feedback [Mean (SD) 7.34(0.8) vs 6.81(1.3), P<0.001]. The residents reported a better understanding of their strengths and weaknesses and felt they had sufficient time to address their training needs after the mid-posting feedback. [Mean (SD) 7.56(1.0) & 7.67(1.1) respectively]. Mid posting constructive verbal feedback is a simple intervention which can be implemented in any area of resident training.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78913504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24003
Hsin‐Hui Lin, Liping Wei, Mei-Chih Wang
This national study investigates the depth of reading development in kindergarten and first grade by analyzing the students’ emerging skills on early reading proficiencies. T-tests conducted will test the differences in reading Item Response Theory (IRT) scores between the English Language Learners (ELL) and the English Only Learners (EOL) groups. Children’s learning outcomes in reading performance and proficiencies have shown differences between the EOLs and ELLs groups. The EOL children did better than ELL children in development of reading IRT scale scores and reading proficiencies in all three rounds of assessments. The reading gap seemed to widen between the groups as the children finished first grade. Early intervention in reading will help ELL students catch up with the learning pace and provide them with the opportunities to maximize student development in reading.
{"title":"Reading Development during Early Elementary School Years in Young English Language Learners","authors":"Hsin‐Hui Lin, Liping Wei, Mei-Chih Wang","doi":"10.22606/JAER.2017.24003","DOIUrl":"https://doi.org/10.22606/JAER.2017.24003","url":null,"abstract":"This national study investigates the depth of reading development in kindergarten and first grade by analyzing the students’ emerging skills on early reading proficiencies. T-tests conducted will test the differences in reading Item Response Theory (IRT) scores between the English Language Learners (ELL) and the English Only Learners (EOL) groups. Children’s learning outcomes in reading performance and proficiencies have shown differences between the EOLs and ELLs groups. The EOL children did better than ELL children in development of reading IRT scale scores and reading proficiencies in all three rounds of assessments. The reading gap seemed to widen between the groups as the children finished first grade. Early intervention in reading will help ELL students catch up with the learning pace and provide them with the opportunities to maximize student development in reading.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75882826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/JAER.2017.23006
Aviva Klieger, Amira Rochsar
Teaching via inquiry has been found to be a strategy suitable for the development of argument skills. The influence of the impartation of argumentation skills on the quality of the High school students’ written argumentation was tested in the present study. Twenty written arguments in bio-inquiry papers were analysed by using two complementary tools: Toulmin’s Argument Pattern to analyse the components and a modification of Toulmin’s Argument Pattern to evaluate the quality of the written arguments. The various tools enabled us to pinpoint the differences between two groups: one group that did not receive scaffolds for constructing arguments and a group that received scaffolds for writing arguments. The findings indicate that impartation of argumentation skills improves the argumentation abilities and level. Students who received scaffolds for writing an argument wrote more and different types of arguments for each claim and wrote a higher quality argumentation in bio-inquiry papers.
{"title":"Impartation of Argumentation Skills: Impact of Scaffolds on the Quality of Arguments","authors":"Aviva Klieger, Amira Rochsar","doi":"10.22606/JAER.2017.23006","DOIUrl":"https://doi.org/10.22606/JAER.2017.23006","url":null,"abstract":"Teaching via inquiry has been found to be a strategy suitable for the development of argument skills. The influence of the impartation of argumentation skills on the quality of the High school students’ written argumentation was tested in the present study. Twenty written arguments in bio-inquiry papers were analysed by using two complementary tools: Toulmin’s Argument Pattern to analyse the components and a modification of Toulmin’s Argument Pattern to evaluate the quality of the written arguments. The various tools enabled us to pinpoint the differences between two groups: one group that did not receive scaffolds for constructing arguments and a group that received scaffolds for writing arguments. The findings indicate that impartation of argumentation skills improves the argumentation abilities and level. Students who received scaffolds for writing an argument wrote more and different types of arguments for each claim and wrote a higher quality argumentation in bio-inquiry papers.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79023271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/JAER.2017.23003
Hafedh Azaiez, J. Slate
In this study, differences in reading and mathematics performances based on principal longevity at the same campus were examined. Data were obtained from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) surveys in which information was collected from parents, teachers, and principals. Data were collected from 9,196 campuses across the United States. For purposes of this investigation, information from only the principal component of the ECLS-K was analyzed. For both reading and mathematics, inferential analyses revealed the presence of statistically significant differences based on principal tenure. Students at campuses where principals had six or more years of experience at that campus had statistically significantly higher average reading and mathematics performance than at campuses where principals had less than six years of experience at that campus. School district officials responsible for principal assignment and transfer may consider these findings when making decisions about changing principal’s placement.
{"title":"Student Achievement Differences as a Function of Principal Longevity","authors":"Hafedh Azaiez, J. Slate","doi":"10.22606/JAER.2017.23003","DOIUrl":"https://doi.org/10.22606/JAER.2017.23003","url":null,"abstract":"In this study, differences in reading and mathematics performances based on principal longevity at the same campus were examined. Data were obtained from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) surveys in which information was collected from parents, teachers, and principals. Data were collected from 9,196 campuses across the United States. For purposes of this investigation, information from only the principal component of the ECLS-K was analyzed. For both reading and mathematics, inferential analyses revealed the presence of statistically significant differences based on principal tenure. Students at campuses where principals had six or more years of experience at that campus had statistically significantly higher average reading and mathematics performance than at campuses where principals had less than six years of experience at that campus. School district officials responsible for principal assignment and transfer may consider these findings when making decisions about changing principal’s placement.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82514668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/JAER.2017.23007
M. Muêssig, J. Sterz, M. Stefanescu, B. Bender, S. Hoefer, M. Ruesseler
{"title":"The Impact of Video Feedback on Acquiring Competency in Basic Surgical Skills (Sterile Working) in an Undergraduate Medical Training Program: A Comparative Effectiveness Analysis","authors":"M. Muêssig, J. Sterz, M. Stefanescu, B. Bender, S. Hoefer, M. Ruesseler","doi":"10.22606/JAER.2017.23007","DOIUrl":"https://doi.org/10.22606/JAER.2017.23007","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86017502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/JAER.2017.23004
Martha L. Escalante, J. Slate
In this study, the degree to which differences were present in reading for Grade 3 students; in reading and writing for Grade 4 students; and in reading and science for Grade 5 students between charter and traditional elementary public schools in Texas was determined. Participants in this study were Grades 3, 4, and 5 students who took the 2015 State of Texas Assessments of Academic Readiness Reading, Writing, and Science tests. Grade 3, 4, and 5 students who were enrolled in traditional public schools had statistically significantly higher reading, mathematics, writing, and science scores than did students enrolled in charter schools. Implications of these results are provided.
{"title":"Differences in Academic Performance between Elementary Charter Schools and Traditional Public Schools","authors":"Martha L. Escalante, J. Slate","doi":"10.22606/JAER.2017.23004","DOIUrl":"https://doi.org/10.22606/JAER.2017.23004","url":null,"abstract":"In this study, the degree to which differences were present in reading for Grade 3 students; in reading and writing for Grade 4 students; and in reading and science for Grade 5 students between charter and traditional elementary public schools in Texas was determined. Participants in this study were Grades 3, 4, and 5 students who took the 2015 State of Texas Assessments of Academic Readiness Reading, Writing, and Science tests. Grade 3, 4, and 5 students who were enrolled in traditional public schools had statistically significantly higher reading, mathematics, writing, and science scores than did students enrolled in charter schools. Implications of these results are provided.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83216838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/jaer.2017.23001
Jennifer Rider
Relationships are central to teaching and learning in higher education contexts. Positive relationships between faculty and students can be built on ethics of care (Noddings, 2005). By increasing rhetorical awareness in online communication with students, faculty can reflect on how discourse forms may mask forms of care toward students (Blommaert, 2005). This study uses a selfanalysis of discourse to focus on how higher-education faculty uses technological tools to incorporate ethics of care into their relationships with students. In exploring the question "What themes of care can be present in digital discourse?" fourteen themes of care emerged from the data analysis. The findings offer considerations for discourse use and five tenets for building care into online communication with students.
{"title":"The Use of Digital Communication to Build Care and Relationships into the Post-Secondary Classroom: A SelfAnalysis of Discourse","authors":"Jennifer Rider","doi":"10.22606/jaer.2017.23001","DOIUrl":"https://doi.org/10.22606/jaer.2017.23001","url":null,"abstract":"Relationships are central to teaching and learning in higher education contexts. Positive relationships between faculty and students can be built on ethics of care (Noddings, 2005). By increasing rhetorical awareness in online communication with students, faculty can reflect on how discourse forms may mask forms of care toward students (Blommaert, 2005). This study uses a selfanalysis of discourse to focus on how higher-education faculty uses technological tools to incorporate ethics of care into their relationships with students. In exploring the question \"What themes of care can be present in digital discourse?\" fourteen themes of care emerged from the data analysis. The findings offer considerations for discourse use and five tenets for building care into online communication with students.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73996293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/JAER.2017.23005
Mei-Shiu Chiu
This study aimed to identify the psychological capitals (PsyCaps) and cultural capitals (CulCaps) of high school students who chose to study advanced science. Semi-structured interviews were conducted with 47 high school students in Taiwan to obtain the life experiences and rationales that motivated them to study science. Qualitative analysis of the science student data showed that PsyCaps and CulCaps tended to function in pairs and follow a PsyCap–CulCap configuration: interest (optimism)–materials, confidence (self-efficacy)–scores, resilience (control)–strategies, value– authorities, and hope (goal)–designs. The configuration was operated by the mechanism: ideal form of professional self abstracted from domain and social comparisons. Teachers can invite students to reflect on the PsyCap–CulCap configuration to guide them toward appropriate decisions on pursuing a career in science.
{"title":"High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals","authors":"Mei-Shiu Chiu","doi":"10.22606/JAER.2017.23005","DOIUrl":"https://doi.org/10.22606/JAER.2017.23005","url":null,"abstract":"This study aimed to identify the psychological capitals (PsyCaps) and cultural capitals (CulCaps) of high school students who chose to study advanced science. Semi-structured interviews were conducted with 47 high school students in Taiwan to obtain the life experiences and rationales that motivated them to study science. Qualitative analysis of the science student data showed that PsyCaps and CulCaps tended to function in pairs and follow a PsyCap–CulCap configuration: interest (optimism)–materials, confidence (self-efficacy)–scores, resilience (control)–strategies, value– authorities, and hope (goal)–designs. The configuration was operated by the mechanism: ideal form of professional self abstracted from domain and social comparisons. Teachers can invite students to reflect on the PsyCap–CulCap configuration to guide them toward appropriate decisions on pursuing a career in science.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83644594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.22606/JAER.2017.23002
Kai Horsthemke
Inclusion in education and upbringing is understood as belonging, as the opposite of exclusion. How do people with cognitive and physical impairments learn, and how do they acquire knowledge? Access to schools and other institutions of learning is not the same as access to knowledge. In addition, opportunities for learning and the imparting and grasping of knowledge differ from person to person. Nobody can be included everywhere or demand unqualified access. It would be desirable but it is not always possible to be able to determine where and how one is to be included. In cases of limited autonomy there has to be a kind of selection and control of knowledge. This means the young and the cognitively impaired do not have unconstrained access to knowledge. Educators and parents are responsible for selecting and controlling knowledge for the young and the cognitively impaired. How this can be done justly? How ought one to deal with the knowledge claims and the epistemic and cognitive abilities of those with relevant deficiencies? Under what circumstances can one speak of knowledge here? And what would be the basis for inclusion within a knowledge community?
{"title":"Access, Parentalism and Justice: Epistemological Reflections on Integration and Inclusion in Education","authors":"Kai Horsthemke","doi":"10.22606/JAER.2017.23002","DOIUrl":"https://doi.org/10.22606/JAER.2017.23002","url":null,"abstract":"Inclusion in education and upbringing is understood as belonging, as the opposite of exclusion. How do people with cognitive and physical impairments learn, and how do they acquire knowledge? Access to schools and other institutions of learning is not the same as access to knowledge. In addition, opportunities for learning and the imparting and grasping of knowledge differ \u0000from person to person. Nobody can be included everywhere or demand unqualified access. It would be desirable but it is not always possible to be able to determine where and how one is to be included. In cases of limited autonomy there has to be a kind of selection and control of knowledge. This means the young and the cognitively impaired do not have unconstrained access to knowledge. Educators and parents are responsible for selecting and controlling knowledge for the young and the cognitively impaired. How this can be done justly? How ought one to deal with the knowledge claims and the epistemic and cognitive abilities of those with relevant deficiencies? Under what circumstances can one speak of knowledge here? And what would be the basis for inclusion within a knowledge community?","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74549470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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