An Assessment of Post-Professional Athletic Training Students\u27 Critical Thinking Skills and Dispositions

The need for outcome measures in critical thinking skills and dispositions for post-professional athletic training programs (PPATPs) is significant. It has been suggested that athletic trainers who are competent and disposed towards thinking critically will be successful in the profession. The purpose of this study is to assess critical thinking skills and dispositions of PPATP students who entered a program in either the summer or fall of 2012 utilizing the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). All PPATP first year students entering the program during fall or summer of 2012 and one program during fall 2013 were solicited to participate in this study. Of the 182, potential participants 65 responded for a response rate of 35.7% (age = 22.55±1.37), (BOC score = 578.20±54.32), (GRE verbal reasoning = 151±6.02), (GRE quantitative reasoning score = 149.91±6.75), (GRE analytical writing score 3.92±.57), (undergraduate GPA = 3.56±.28). Data collection occurred over six months starting in the fall of 2012. Three email reminders were sent approximately one week apart via email. Students reported moderate total critical thinking skills (73.14±9.87) and ambivalent truth-seeking (37.33±5.12), positive open mindedness (42.05±5.22), positive analyticity (44.43±7.71), positive systematicity (41.43±6.4), positive self-confidence (44.19±5.92), positive inquisitiveness (46.13±5.7), and positive maturity of judgment (42.35±4.97) on critical thinking dispositions. Cronbach\u27s alpha coefficients for the CCTST was excellent (.96) and acceptable (.79) for CCTDI. No significant correlation was found between BOC score and CCTST total score (r=.116, p=.412). No significant correlation was found between CCTST total score and GRE verbal reasoning score (r=.039, p=.836), GRE quantitative score (r=.203, p=.348), or GRE analytical writing score (r=-.070, p=.682). No significant correlation was found between undergraduate GPA and CCTDI total score ( r=.056, p=.663), nor between CCTST total score and CCTDI total score (r=.221, p=.082). Stepwise regression indicated age was a significant predictor of CCTST total score (R2=.396, F=13.755,df=1,21, p=.001) and involvement of clinical instructor in education and length of program were significant predictors of CCTDI total score (R2=.362, F=5.958,df=2,21, p=.009). Results indicate there is room for improvement in both critical thinking skills and dispositions of PPATP

Critical thinking in nursing: scoping review of the literature

This article seeks to analyse the current state of scientific knowledge concerning critical thinking in nursing. The methodology used consisted of a scoping review of the main scientific databases using an applied search strategy. A total of 1518 studies published from January 1999 to June 2013 were identified, of which 90 met the inclusion criteria. The main conclusion drawn is that critical thinking in nursing is experiencing a growing interest in the study of both its concepts and its dimensions, as well as in the development of training strategies to further its development among both students and professionals. Furthermore, the analysis reveals that critical thinking has been investigated principally in the university setting, independent of conceptual models, with a variety of instruments used for its measurement. We recommend (i) the investigation of critical thinking among working professionals, (ii) the designing of evaluative instruments linked to conceptual models and (iii) the identifi- cation of strategies to promote critical thinking in the context of providing nursing car

SENIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS IN THE USE OF ELECTRONIC MEDIA IN NON-FORMAL EDUCATION CLASSROOM

Communication and information technology are currently developing so fast. This development certainly has an impact on non-formal education students. Non-formal education students usually use conventional learning models. However, with the development of technology, non-formal education students are also familiar with social media, students tend to use smart applications on their cellphones and laptops to surf the internet. Learning methods for students in non-formal education are part of the teaching and learning process, a strategy so that students can understand the material delivered by the tutor. The use of learning methods supported by appropriate and appropriate media will facilitate students to achieve their competence. As the objective of this research is to quantitatively analyze the advantages and disadvantages of using e-learning which was chosen as an effective learning method for non-formal education students. The study was conducted with a survey of observation, identification, filling students' perceptions of the teaching method of tutors, learning variables, evaluation of learning outcomes, electronic media used. Students have the perception that learning to use e-learning is more beneficial because of freedom of choice of place, freedom of time, ease of access but the drawbacks are objective assessment and high quota costs

The Effect of Nationality Differences on the Emotional Intelligence of Leaders

Previous studies related to manager effectiveness and organizational culture have determined that emotional intelligence (EI) is a critical predictor of intercultural adjustment and business success. However, few investigators have examined the relationship between EI and nationality differences. In today\u27s globalized business environment, such understanding is crucial to the development of more effective leadership programs for international workers. This quantitative study explored the degrees to which the EI of organizational managers varied across nationalities. A theoretical framework, provided by several theories related to personality, leadership, and types of intelligence, created a lens through which to analyze study results. The Trait Emotional Intelligence Questionnaire-Short Form was used to gather data on EI from a random sample of over 200 company leaders. At least 40 participants from each of 5 countries-Canada, Mexico, Slovakia, Turkey, and the United States-were included. The research question was tested using analysis of variance to determine any role of nationality in the EI of company leaders. Findings suggested there was no relationship between nationality and EI. This study contributed to the leadership field by indicating direction for future research. Results suggested that a more effective leadership training model may emphasize cultural factors, rather than nationality. It may also be important to consider how required leadership skills differ between domestic and international employees. A revised model may serve as a guide in the development of tools for educators, trainers, and students working in the modern business world

Turkish teachers' beliefs regarding moral psychology and implicit moral education: a case study

This thesis reports a mixed method case study of Turkish teachers’ and trainee teachers’ beliefs and attitudes regarding aspects of moral education and moral psychology, and the development of these beliefs and attitudes through teacher training and experience. Both internationally and in Turkey it is generally agreed that teachers are not well enough equipped to carry out moral education. This thesis explores a philosophical argument for why understanding the psychology of moral development could be valuable for teachers in informing their engagement with explicit and implicit moral education. A cross-sectional sample of participants was investigated using a mix of quantitative and qualitative approaches to analyse beliefs and attitudes relevant to moral education. The results indicate that Turkish teachers and trainee teachers are not equipped with the relevant set of knowledge and skills to consciously foster students’ moral development; neither teacher training nor teaching experience appear to influence the teachers’ belief development. However, teachers and trainee teachers are willing and interested both to engage with moral education, and to receive training relevant to conducting moral education. Key findings regarding teachers’ beliefs and attitudes concerning conducting moral education include an inclination towards providing pupils with a scaffold to foster moral development, rather than dogmatic imposition of a certain set of values and virtues; and an inclination towards creating a pluralistic moral environment in the school that fosters compassion and cooperation. Based on the understandings gained from the reviewed literature and analysed data, recommendations are made regarding how to improve ITE programmes with respect to preparing teachers to engage with moral education

Student characteristics associated with dominant approaches to studying: Comparing a national and an international sample

Background Productive approaches to studying (deep and strategic learning) are associated with a variety of favourable academic outcomes, and may be of particular importance for students in multifaceted and complex disciplines such as occupational therapy. Aim To explore associations between student characteristics and their dominant approaches to studying in two samples of occupational therapy students: a national sample of Norwegian first-year students, and an international sample of students in different year cohorts (Australia, Hong Kong, Singapore and Norway). Materials and methods A total of 180 (national sample) and 665 (international sample) students were included in the study. Approaches to studying were measured with the Approaches to Study Skills Inventory for Students (ASSIST). Data were analyzed with adjusted multinomial regression analyses. Results Age, gender and prior higher education were not associated with the dominant study approach. More time spent on independent study (international sample: OR = 1.07/1.08, p < 0.01/<0.001) and having current study program as the top priority line of education at enrolment (national sample: OR = 2.89, p < 0.05) predicted productive study approaches. Conclusions and significance Factors such as age, gender and prior higher education seem to be of limited importance for understanding students’ dominant approaches to studying.acceptedVersio

Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers

This study aims to (1) measure pre-service teachers’ pedagogical belief in the value of teaching Critical Thinking (CT), their preparedness to teach CT, and their preference toward constructivist teaching approaches to develop students’ CT skills; and (2) explore the potential links between these pedagogical beliefs and aspects of teacher education experience. Participants were 223 mathematics pre-service teachers from 3 teacher education institutions in East Java, Indonesia. Beliefs about the value of teaching CT and perceived readiness to teach CT were measured using Likert-type scales, while preference towards constructivist instruction was assessed using vignettes depicting teaching dilemmas. Participants believed that some CT skills (thinking independently and logical communication) were important, but CT dispositions were not. About 60% believed they are prepared to teach CT and generally preferred constructivist over traditional instruction. Most aspects of the pre-service education were not associated with pedagogical beliefs about CT disposition, perceived preparedness, or preference for constructivist instruction, while some were only weakly associated with belief about teaching CT skills. These highlight the need for mathematics teacher educators to give more emphasis on the importance of CT, especially its dispositional dimensions, and the role of constructivist instruction in developing CT

Engaging Students in Sustainable Science Education

This Special Issue (Engaging Students in Sustainable Science Education) compiled effective approaches to student engagement in science-related classes. Some articles were written by researchers in science education; however, the majority were prepared by college and university instructors based on their own instructional approaches, and were designed to help other practitioners improve student engagement in scientific contexts. Both types of contributors added value to this conversation. This Special Issue serves to unite science and education, identifying approaches that create stimulating scientific learning environments

Portfolio construction in university teacher education : Design, implementation, and evaluation of a portfolio-based instructional system for deep learning

Portfolio construction has come to be an integral element of teacher education programs around the world. The conceptualizations and the concretizations of portfolio-based learning environments – in theory as well as in practice – show considerable diversity. Studies reporting substantive original research on the effectiveness of portfolio as an approach for learning and instruction in teacher education continue to be scarce; their research focuses and, thus, their contents are rather mixed. Yet, there is also an element of similarity: The evidence available on the effects of portfolio construction – as identified and reviewed for this dissertation – is predominantly positive. Thus, it seems warranted to continue implementing portfolio in teacher education practice and to further research its effects. The aim of this dissertation is to contribute to the theory and practice of teacher education in higher education settings by investigating portfolio as an educational tool, and by evaluating one particular portfolio-based learning environment designed for and implemented in initial teacher education. To this end, after an initial clarification of key concepts, essential theories, and fundamental terminology, available empirical studies were systematically researched, identified, analyzed, and collated on an international scale. Then, on the basis of various theoretical approaches, portfolio concepts, and relevant empirical research findings, a concrete portfolio-based learning environment was designed, implemented, and evaluated in the context of university teacher education for vocational schools. The review of original research considered to be of adequate explanatory power confirms a major criticism repeatedly noted in the literature, i.e., that there still seems to exist a limited body only of substantive research of portfolio as an educational instrument for the design of learning environments. This means that both the current evidence on portfolio and the common practice of portfolio construction are in need of additional substantiation. The findings of the study conducted suggest that the portfolio-based learning environment designed for university teacher education has the potential to support both students’ learning and their reflection. This dissertation contributes to the theory and practice of teacher education – both in general and for vo-cational schools in particular – by means of a comprehensive, critical synthesis of available portfolio literature and findings of original research and by the investigation of one concrete portfolio-based learning environment in one clearly specified context of university teacher education. In addition, this dissertation provides a contribution to teacher educators’ everyday practice, proposing the principles and details of the design of a portfolio-based learning environment successfully implemented to support students’ reflective learning in university teacher education