Teacher collaboration consists of many types of activities and interactions. This quantitative study examines how the effects of collaboration differ according to both the type and frequency of ...collaborative activity. TIMSS data was analyzed to determine whether five indicators of collaboration predicted student achievement, teacher job satisfaction, and teacher confidence in Japan and the United States. Collaboration during lesson planning was a significant predictor of student achievement in the United States. Time spent visiting other classrooms corresponded to higher job satisfaction ratings in the United States. The results provide insight into the effectiveness of different collaborative activities in each nation.
•Teachers collaborate in many different ways.•Different types of collaborative activities are associated with unique outcomes.•In the USA, collaboration during lesson planning predicts student achievement.
To identify faith-based leaders' (FBLs') knowledge, perceptions, and questions about syringe services programs (SSPs). We conducted a one-time, national online survey of 461 Christian FBLs ...August-September 2022. 56% of FBLs agreed they support having SSPs in their communities; only 7% strongly disagreed. We identified 15 main questions FBLs have about SSPs. We found statistically significant differences based on FBL Protestant affiliations. Mainline FBLs are more knowledgeable about SSPs, likely to believe a larger number of SSP services would benefit their community, supportive of SSPs, interested in data related to SSPs, and likely to look to local public health officials to shape their opinions on SSPs compared with non-mainline FBLs. SSP advocates can address questions that FBLs have about SSPs before beginning outreach. By understanding common Protestant denominational affiliations, advocates can focus initial engagement efforts on FBLs in their communities who are more likely to support SSPs. Our findings suggest that local public health officials can influence FBLs' opinions about SSPs.
In the present study, we developed and established new self-efficacy scales for students’ strategic learning in undergraduate biology. We used exploratory factor analysis (EFA) and confirmatory ...factor analysis (CFA) to examine the psychometric properties of a new self-efficacy instrument, the Self-Efficacy for Strategic Learning in Biology Scales, that assesses college students’ learning processes in biology. College students enrolled in two introductory-level biology courses were included in our study (N1 = 557; N2 = 447). Both EFA and CFA results demonstrated a two-factor solution for the instrument including students’ self-efficacy for higher-level and lower-level strategic learning processes. We further conducted a longitudinal measurement invariance analysis and configural invariance was attained across time. Findings demonstrated sound psychometric properties and provide initial validity evidence to support the use of the new measure and subscales.
Background
Current post‐secondary school students have access to multiple help‐seeking sources. As help‐seeking behaviour relates to academic achievement, the provision of preferred help sources ...would be beneficial to students, instructors, and course designers.
Aims
This study examines whether students prefer and intend to utilize technologically mediated or face‐to‐face help‐seeking sources.
Sample
Participants (n = 226) were recruited from two sections of an on campus, introductory, educational psychology class.
Methods
An online survey was distributed containing measures of help‐seeking threat, adaptive help‐seeking tendencies, avoidant help‐seeking tendencies, and the intention to seek help from six sources. Correlations and an ANOVA were calculated to determine whether source preferences differed by self‐reported course grade.
Results
Help‐seeking threat was only negatively associated with sources of help that required face‐to‐face interaction. Despite the threat, students intended to use face‐to‐face help‐seeking sources more than technologically mediated sources. Students intended to seek help the most before or after class, via email, or during class. Students intended to seek help the least through the discussion board and during online office hours. Higher performing students preferred face‐to‐face sources, particularly before or after class and during class, more than lower performing students. Lower performing students intended to use mediated sources especially the discussion board and online office hours more than the higher performing students.
Conclusions
The results provide new insights into the help‐seeking process and suggestions for instructors when allocating time and classroom resources. Additionally, the study illustrates the need for continual refinement of a help‐seeking source classification system.
Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM) education program evaluation ...plans as well as accurately represent complex programs and the systems within which the educational programs reside. However, these representations can be overwhelming to audiences that are not familiar with the program's structure or engaged in the evaluation process. The goal of this methods essay is to help both evaluators and discipline-based education researchers improve communication about program evaluation with a variety of stakeholders. We propose a three-stage method for developing progressively less complex visualizations to build affordances that help make the program evaluation process and statements of program impact more meaningful to a wider range of audiences. The creation of less complex visualizations can facilitate understanding by allowing a stakeholder to more easily "see" the structure of the program and thereby may evoke a greater willingness to take action and make meaningful programmatic changes based on strategic evaluation planning. To aid readers, we describe how we modified the Systems Evaluation Protocol (SEP) to develop simplified visualizations when evaluating a long-standing college science faculty development program, the Summer Institutes on Scientific Teaching.
The ischemic stroke risk score (iScore) is a validated tool developed to estimate the risk of death and functional outcomes early after an acute ischemic stroke. Our goal was to determine the ability ...of the iScore to estimate clinical outcomes after intravenous thrombolysis tissue-type plasminogen activator (tPA) in the Virtual International Stroke Trials Archive (VISTA).
We applied the iScore (www.sorcan.ca/iscore) to patients with an acute ischemic stroke within the VISTA collaboration to examine the effect of tPA. We explored the association between the iScore (<200 and ≥200) and the primary outcome of favorable outcome at 3 months defined as a modified Rankin scale score of 0 to 2. Secondary outcomes included death at 3 months, catastrophic outcomes (modified Rankin scale, 4-6), and Barthel index >90 at 3 months.
Among 7140 patients with an acute ischemic stroke, 2732 (38.5%) received tPA and 711 (10%) had an iScore ≥200. Overall, tPA treatment was associated with a significant improvement in the primary outcome among patients with an iScore <200 (38.9% non-tPA versus 47.5% tPA; P<0.001) but was not associated with a favorable outcome among patients with an iScore ≥200 (5.5% non-tPA versus 7.6% tPA; P=0.45). In the multivariable analysis after adjusting for age, baseline National Institutes of Health Stroke Scale, and onset-to-treatment time, there was a significant interaction between tPA administration and iScore; tPA administration was associated with 47% higher odds of a favorable outcome at 3 months among patients with an iScore <200 (odds ratio, 1.47; 95% confidence interval, 1.30-1.67), whereas the association between tPA and favorable outcome among those with an iScore ≥200 remained nonsignificant (odds ratio, 0.80; 95% confidence interval, 0.45-1.42). A similar pattern of benefit with tPA among patients with an iScore <200, but not ≥200, was observed for secondary outcomes including death.
The iScore is a useful and validated tool that helps clinicians estimate stroke outcomes. In stroke patients participating in VISTA, an iScore <200 was associated with better outcomes at 3 months after tPA.
PurposeProgram evaluation stands as an evidence-based process that would allow institutions to document and improve the quality of graduate programs and determine how to respond to growing calls for ...aligning training models to economic realities. This paper aims to present the current state of evaluation in research-based doctoral programs in STEM fields.Design/methodology/approachTo highlight the recent evaluative processes, the authors restricted the initial literature search to papers published in English between 2008 and 2019. As the authors were motivated by the shift at NIH, this review focuses on STEM programs, though papers on broader evaluation efforts were included as long as STEM-specific results could be identified. In total, 137 papers were included in the final review.FindingsOnly nine papers presented an evaluation of a full program. Instead, papers focused on evaluating individual components of a graduate program, testing small interventions or examining existing national data sets. The review did not find any documents that focused on the continual monitoring of training quality.Originality/valueThis review can serve as a resource, encourage transparency and provide motivation for faculty and administrators to gather and use assessment data to improve training models. By understanding how existing evaluations are conducted and implemented, administrators can apply evidence-based methodologies to ensure the highest quality training to best prepare students.
Flipped classrooms provide students the opportunity to collaboratively solve challenging problems in class with help and scaffolding available from instructors. Because there are many ways to ...structure a flipped course, research on the effectiveness of flipping classrooms has produced mixed results. Therefore, it is important for researchers to describe the class structure when evaluating the flipped classroom format. This enables other instructors to determine which approach is best suited to their particular teaching style. The current paper describes and evaluates the use of existing open-source (stand-alone) videos when flipping an introductory physics classroom. Over 4 years, data was gathered via three methods including a survey measuring self-reported student perceptions of the course (
n
= 48), performance on a concept inventory (
n
= 113), and institutional records (
n
= 298) to provide a holistic view of the effects of flipping the class. Results indicated that students regularly watched and took notes on the videos, but not all the students enjoyed the flipped classroom format. Despite fewer topics being covered in the flipped version of the class, there were no statistically significant differences in concept inventory performance before and after the course was flipped. Students had higher grades in the associated laboratory course and in subsequent quantitative reasoning courses after the course was flipped. There were no statistically significant differences between grades in subsequent physics courses or based on gender after the course was flipped. Additional implications of the study are also presented.
The Stroke Prognostication using Age and the NIH Stroke Scale index, created by combining age in years plus a National Institutes of Health (NIH) Stroke Scale score of 100 or higher (and hereafter ...referred to as the SPAN-100 index), is a simple risk score for estimating clinical outcomes for patients with acute ischemic stroke (AIS). The association between this index and response to intravenous thrombolysis for AIS has not been properly evaluated.
To assess the relationship between SPAN-100 index status and outcome following treatment with intravenous thrombolysis for AIS.
Using the Virtual International Stroke Trials Archive (VISTA) database, an international repository of clinical trials data, we assessed the SPAN-100 index among 7093 patients with AIS who participated in 4 clinical trials from 2000 to 2006. The SPAN-100 index is considered positive if the sum of the age and the NIH Stroke Scale (a 15-item neurological examination scale with scores ranging from 0 to 42, with higher scores indicating more severe strokes) score is greater than or equal to 100. Multivariable logistic regression analyses were used to determine the independent association between SPAN-100 index status and 90-day outcomes.
The primary outcome was a composite of severe disability or death measured 90 days after stroke, and the secondary outcomes were death alone and a composite of no disability/modest disability.
Of 7093 patients, 743 (10.5%) were SPAN-100 positive, and 2731 (38.5%) received intravenous thrombolysis. Compared with SPAN-100-negative patients, SPAN-100-positive patients were more likely to experience a catastrophic outcome (adjusted odds ratio AOR, 9.03 95% CI, 6.68-12.21) or death alone (AOR, 5.03 95% CI, 4.06-6.23) and less likely to experience a favorable outcome (AOR, 0.08 95% CI, 0.06-0.13). However, there was an interaction between SPAN-100 index status and thrombolysis treatment (P < .001) revealing a reduction in the likelihood of severe disability/death with thrombolytic treatment for SPAN-100-positive (AOR, 0.46 95% CI, 0.29-0.71) but not SPAN-100-negative patients (AOR, 0.96 95% CI, 0.85-1.07). Similar interactions between SPAN-100 index status and thrombolysis treatment were observed for the 2 secondary outcomes.
Compared with the SPAN-100-negative patients with AIS, the SPAN-100-positive patients with AIS seem to have poorer 3-month outcomes but may derive greater benefit when treated with intravenous thrombolysis. The SPAN-100-positive patients are often excluded from AIS clinical trials but should probably not be denied thrombolysis treatment on the basis of such a profile alone.
Introduction Evidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established. Methods In this ...study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes. Results Class and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently. Discussion The results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses.
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