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Journal articles on the topic 'Graduated prompts'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Özdemir-Yılmazer, Meryem, and Yonca Özkan. "Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye." Profile: Issues in Teachers' Professional Development 25, no. 1 (2023): 83–96. http://dx.doi.org/10.15446/profile.v25n1.101065.

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Dynamic assessment is a dialectic procedure requiring teachers to assess learners’ progress by paying attention to students’ errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers’ competence in carrying out the dynamic assessment, this case study explores the dynamic assessment conceptualization of two English language teachers. Data were gathered through video-recorded sessions, reflective reports, semi-structured interviews, and classroom observations. Results showed that while one of the teachers reconceptualized her role as a

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Bosma, Tirza, Claire E. Stevenson, and Wilma C. M. Resing. "Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties." Journal of Education and Training Studies 5, no. 6 (2017): 132. http://dx.doi.org/10.11114/jets.v5i6.2326.

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In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The resu

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Veerbeek, Jochanan, Bart Vogelaar, and Wilma C. M. Resing. "Process-Oriented Dynamic Testing in a Complex Figure Task." Journal of Cognitive Education and Psychology 18, no. 1 (2019): 67–80. http://dx.doi.org/10.1891/1945-8959.18.1.67.

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Process-oriented dynamic testing aims to investigate the processes children use to solve cognitive tasks, and evaluate changes in these processes as a result of training. For the current study, a dynamic complex figure task was constructed, using the graduated prompts approach, to investigate the processes involved in solving a complex figure task and changes in these processes as a consequence of training. A new process-oriented measure was developed, which used computer-automated scoring to evaluate children's organization in drawing the figure. Participants were 106 regular primary school c

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Resing, Wilma C. M., Wouter M. P. Steijn, Iro Xenidou-Dervou, Claire E. Stevenson, and Julian G. Elliott. "Computerized Dynamic Testing: A Study of the Potential of an Approach Using Sensor Technology." Journal of Cognitive Education and Psychology 10, no. 2 (2011): 178–94. http://dx.doi.org/10.1891/1945-8959.10.2.178.

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This study explored the use of computerized dynamic testing in education for 8-year-old children. As for other domains, it was expected that the use of a computer would help overcome difficulties encountered with traditional dynamic test procedures. A recently developed computerized console was used, based on sensor technology, in combination with electronic tangibles. The main aim was to investigate if dynamic testing with graduated prompts offered by a computerized interface provided richer and more extensive information about test performance than with prompts offered by an examiner. Fifty-

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Touw, Kirsten W. J., Bart Vogelaar, Floor Thissen, and Wilma C. M. Resing. "Dynamic testing of children with a developmental language disorder: Progression in series completion performance and need for instruction." Educational and Child Psychology 36, no. 1 (2019): 27–39. http://dx.doi.org/10.53841/bpsecp.2019.36.1.27.

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BackgroundOutcomes of static tests provide an indication of what children have learned in the past, up to the moment of testing, and can therefore underestimate the cognitive abilities of atypically developing children, such as children with language difficulties. In contrast, dynamic tests aim to examine children’s potential for learning. The information obtained during dynamic testing has the potential to be helpful in education. However, the administration of dynamic tests is often time consuming.AimThe current study aimed to investigate the value of a computerised dynamic test utilising gr

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Karpov, Yuriy. "Do All Dynamic Assessment Techniques Assess Learning Potential?" Journal of Cognitive Education and Psychology 7, no. 3 (2008): 411–18. http://dx.doi.org/10.1891/194589508787724132.

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It is not only that different dynamic assessment (DA) techniques evaluate different “learning potentials” of the individual; some such techniques do not evaluate any kind of learning potential. In particular, graduated prompts techniques, rather than evaluating learning potential of the individual, evaluate the level of his or her mastery of a certain problemsolving procedure. On the other hand, DA techniques that target the qualitative level at which the individual is able to learn a brand new problem-solving procedure evaluate indeed the individual’s general learning potential.

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Resing, Wilma C. M., Claire E. Stevenson, and Tirza Bosma. "Dynamic Testing: Measuring Inductive Reasoning in Children With Developmental Disabilities and Mild Cognitive Impairments." Journal of Cognitive Education and Psychology 11, no. 2 (2012): 159–78. http://dx.doi.org/10.1891/1945-8959.11.2.159.

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The main aim of this study was to evaluate the use of dynamic testing based on a graduated prompts techniques training in a clinical educational setting. We examined the question of whether it would be possible to administer a four session dynamic test to a specific group of children with complex behavioral and psychiatric problems, developmental disabilities, and often very weak school performance. We further examined whether children would show different change patterns in their use of solving strategies when presented with a figural analogies task, and we explored the relationship between e

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Navarro, Juan-José, and Catalina V. Mourgues-Codern. "Dynamic Assessment and Computerized Adaptive Tests in Reading Processes." Journal of Cognitive Education and Psychology 17, no. 1 (2018): 70–96. http://dx.doi.org/10.1891/1945-8959.17.1.70.

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The development of novel educational assessment models founded on item response theory (IRT), as well as software tools designed to implement these models, has contributed to the surge in computerized adaptive tests (CATs). The distinguishing characteristic of CATs is that the sequence of items on a test progressively adapts to the performance levels of students as they are taking it. An important advantage of CATs is that they can reduce the duration of the assessment by automatically excluding in real time those items that are either too easy or too hard for a student’s capabilities. Further

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Wolter, Julie A., and Katherine Pike. "Dynamic Assessment of Morphological Awareness and Third-Grade Literacy Success." Language, Speech, and Hearing Services in Schools 46, no. 2 (2015): 112–26. http://dx.doi.org/10.1044/2015_lshss-14-0037.

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Purpose The purpose of this study was to examine a dynamic assessment with graduated prompts to assess morphological awareness and determine whether such a task was related to third-grade literacy success. Method A dynamic assessment of morphological awareness was adapted and administered to 54 third-grade students in addition to a norm-referenced language and literacy battery. Results A dynamic assessment of morphological awareness measured a range of performance including that of emerging morphological awareness abilities and provided rich linguistic insights for how best to scaffold and pro

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van Graafeiland, Nina, Jochanan Veerbeek, Barbara Janssen, and Bart Vogelaar. "Discovering Learning Potential in Secondary Education Using a Dynamic Screening Instrument." Education Sciences 13, no. 4 (2023): 365. http://dx.doi.org/10.3390/educsci13040365.

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This study aimed to investigate the effectiveness of a newly developed dynamic screening instrument, using a learning phase with standardized prompts, to assess first year secondary school students’ potential for learning. This instrument aimed to provide an alternative to the current static tests. The study sample included 55 children (mean age = 13.17 years) from different Dutch educational tracks. The dynamic screener consisted of the subtests reading, mathematics, working memory, planning, divergent thinking, and inductive reasoning. Each subtest employed a test–training–test design. Based

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Resing, Wilma C. M. "Dynamic Testing and Individualized Instruction: Helpful in Cognitive Education?" Journal of Cognitive Education and Psychology 12, no. 1 (2013): 81–95. http://dx.doi.org/10.1891/1945-8959.12.1.81.

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An important theme in educational practice is to tailor instruction to the individual needs of children. Particular forms of group instruction may be effective for specific children; other children will profit most from a more individual approach. The contribution aims to focus on the question whether such tailored forms of instruction can be found in a dynamic assessment context and explores the potential usefulness of dynamic testing and instruction for cognitive education. The principal characteristic of dynamic testing or assessment is that children are explicitly provided with feedback, p

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Tunteler, Erika, and Wilma C. M. Resing. "The Effects of Self- and Other-Scaffolding on Progression and Variation in Children’s Geometric Analogy Performance: A Microgenetic Research." Journal of Cognitive Education and Psychology 9, no. 3 (2010): 251–72. http://dx.doi.org/10.1891/1945-8959.9.3.251.

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The study investigated geometric analogical reasoning in 8-year-old children by microgenetically examining the (transfer) effects of self- and other-scaffolding and memory capacity on progression and variation in children’s analogy performance. Participants were 54 children, divided over three conditions, and followed for 5 weeks. Children’s initial performances showed a wide strategy repertoire. A number of children profited from repeated self-scaffolding and increased their strategy use considerably. A 20-minute graduated-prompts other-scaffolding procedure promoted strategy use beyond the e

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Veerbeek, Jochanan, Marco G. P. Hessels, Simone Vogelaar, and Wilma C. M. Resing. "Pretest Versus No Pretest: An Investigation Into the Problem-Solving Processes in a Dynamic Testing Context." Journal of Cognitive Education and Psychology 16, no. 3 (2017): 260–80. http://dx.doi.org/10.1891/1945-8959.16.3.260.

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Proponents of dynamic testing have advocated its use as a replacement or addition to conventional tests. This research aimed to investigate the effects of using versus not using a pretest on both the outcome on the posttest and the processes used in solving inductive reasoning tasks in dynamic testing using a graduated prompts training. Sixty-seven 7- to 8-year-old children were assigned to either a group that received a pretest or a group that did not receive a pretest, using a randomized blocking procedure. No significant differences were found between both groups of children on posttest acc

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Wolter, Julie A., Frances E. Gibson, and Timothy A. Slocum. "A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill." Language, Speech, and Hearing Services in Schools 51, no. 3 (2020): 617–39. http://dx.doi.org/10.1044/2020_lshss-19-00047.

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Purpose The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom. Method In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities. Results The dynamic measure of MA was found

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Juan, José Navarro Hidalgo, Mourgues Codern Catalina, Guzmán Eduardo, et al. "Integrating curriculum-based dynamic assessment in computerized adaptive testing: Development and predictive validity of the EDPL-BAI battery on reading competence." Frontiers in Psychology 9 (August 28, 2018): 1492. https://doi.org/10.3389/fpsyg.2018.01492.

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In recent decades, there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed s

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Matrat, Mélodie, Hélène Delage, and Margaret Kehoe. "Dynamic Assessment of Word Learning to Diagnose Developmental Language Disorder in French-Speaking Monolingual and Bilingual Children." Languages 7, no. 3 (2022): 181. http://dx.doi.org/10.3390/languages7030181.

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Dynamic assessment (DA), which evaluates the learning process rather than static knowledge, has been found to be effective in diagnosing developmental language disorder (DLD) in English-speaking bilingual children. We present three studies that examine whether a French dynamic word learning task can distinguish caseload children with DLD from control children with typical development (TD). Forty-eight monolingual and 69 bilingual French-speaking children, aged four to nine, were required to learn three to six non-words and their semantic characteristics. DA consisted of three phases: (1) a tea

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Vogelaar, Sweijen, and Resing. "Gifted and Average-Ability Children’s Potential for Solving Analogy Items." Journal of Intelligence 7, no. 3 (2019): 19. http://dx.doi.org/10.3390/jintelligence7030019.

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Analogical reasoning is assumed to play a large role in learning and problem solving in everyday and school settings. It was examined whether a newly developed dynamic test of analogical reasoning would be sufficiently difficult for identifying young gifted children’s potential for solving analogies. The study included 74 gifted (n = 31) and average-ability (n = 43) children between 7 and 8 years old. Employing a pre-test–training–post-test format, in which half of the children received a graduated prompts training and the other half received a control task between pre-test and post-test, it w

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Hadjadj, Olivia, Margaret Kehoe, and Hélène Delage. "Dynamic Assessment Identifies Morphosyntactic Deficits in Mono- and Bilingual Children with Developmental Language Disorder." Languages 7, no. 4 (2022): 295. http://dx.doi.org/10.3390/languages7040295.

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Dynamic Assessment (DA) is recommended for testing bilinguals as it tests the child’s learning potential and not her or his previously acquired language knowledge. Thus, it allows language difficulties to be distinguished from difficulties related to a lack of L2 exposure. This study presents the findings of DA of morphosyntax in French-speaking monolingual and bilingual children, both Typically Developing (TD) and with Developmental Language Disorder (DLD). We examined whether DA was able to distinguish TD from DLD in children, irrespective of their linguistic group (mono- versus bilingual).

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Gellert, Anna S., and Elisabeth Arnbak. "Predicting Response to Vocabulary Intervention Using Dynamic Assessment." Language, Speech, and Hearing Services in Schools 51, no. 4 (2020): 1112–23. http://dx.doi.org/10.1044/2020_lshss-20-00045.

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Purpose The purpose of this study was to examine how well students' response to a morphological vocabulary intervention can be predicted before the start of the intervention from traditional static assessments and to determine whether a dynamic assessment with graduated prompts improves the prediction. Method A planned secondary analysis of a randomized trial of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Response to this intervention was examined for 111 participants based on their development in definitions of morphologically transp

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Ismail, Abdelrahim Fathy, Ali Khalifa Atwa Abdullatif, Ghada Nasr Elmorsy, et al. "Exploring the Adherence to AI-Generated Writing Standards: Practice Levels among University Students." Journal of Curriculum and Teaching 13, no. 5 (2024): 252. http://dx.doi.org/10.5430/jct.v13n5p252.

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Since writing was done with a quill, then with typewriters, and up to modern text processing programs, writing has always adhered to standards concerning the responsibilities and roles of the author, which cannot be abdicated. Given that adherence to writing standards may be a suitable way to regulate the use of generative artificial intelligence, this study explores the extent to which a sample of university students adhere to the standards of AI-generated writing. A total of 326 students majoring in the humanities participated in the study. The research was designed as a quantitative study,

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Delage, Hélène, Prat Pauline, and Kehoe Margaret. "Dynamic assessment in speech-language therapy." Glossa, no. 131 (December 3, 2021): 121–42. http://dx.doi.org/10.61989/cdz05v79.

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This article is a review of the literature on different approaches to dynamic assessment in speech-language therapy. First, we present the historical and general concepts of dynamic assessment, concepts which relate to the zone of proximal development initially proposed by Vygotsky. In particular, we point out the advantages of dynamic assessment relative to static (standardized) tests, which do not take the child’s learning potential into account. We also present the different approaches that are used in dynamic assessment, namely graduated prompts, mediated learning, and the test-teach-retes

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F Shaughnessy, Michael. "Student Reactions to Announcements-Auditory and Visual (Email)." Frontiers of Contemporary Education 4, no. 2 (2023): p1. http://dx.doi.org/10.22158/fce.v4n2p1.

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For some instructors in some classes, it is difficult to engage students, prompt students to participate in Discussion Board and submit work on time. The present study utilized a counterbalanced study to explore the issue of announcements, prompts and supportive reminders with undergraduates and graduate students. Results of this preliminary study are provided and discussed.

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Mosia, Ngaka. "Developing a Curriculum for Practical Skills-Based Pedagogy in Engineering Education: A Skills-Driven Teaching and Learning Approach for Job Transition Pathways Applicable in Engineering Training and Development for a University of Technology." International Conference on Education Research 1, no. 1 (2024): 203–10. http://dx.doi.org/10.34190/icer.1.1.3178.

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The onset of the COVID-19 pandemic has necessitated a shift in focus for graduate engineering students, demanding their swift integration into the workforce. The Engineering Council of South Africa now stipulates that institutions must cultivate specific graduate attributes, particularly in the face of rapid economic and social transformations. This mandate prompts universities to equip engineers with the skills needed to seamlessly adapt to scarce skill positions and emerging roles within diverse disciplines dictated by industry demands. The evolving landscape is shaped by emerging technologi

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Applebaum, Mark. "Stanford Symposium on Graduate Composition Pedagogy: Breakout Session Prompts." Contemporary Music Review 31, no. 4 (2012): 335–37. http://dx.doi.org/10.1080/07494467.2012.726333.

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Yizhong, Xie, Zhibin Lin, Yevhen Baranchenko, Chi Keung Lau, Andrey Yukhanaev, and Hailing Lu. "Employability and job search behavior." Employee Relations 39, no. 2 (2017): 223–39. http://dx.doi.org/10.1108/er-02-2016-0042.

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Purpose Graduate employability is a key concern for many observers particularly at a time when education is increasingly available for the masses. The purpose of this paper is to examine the impact of graduate perceived employability on job search by integrating theory of planned behavior and to identify how job search self-efficacy, subjective norms, intention and intensity change over time. Design/methodology/approach Data were collected from a six-wave survey study with a sample of Chinese university graduating students. Findings Results show that perceived employability has a positive and

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Park, Kunsoon, Narang Park, Wookjae Heo, and Kim Gustafson. "What Prompts College Students to Participate in Online Surveys?" International Education Studies 12, no. 1 (2018): 69. http://dx.doi.org/10.5539/ies.v12n1p69.

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Online surveys are frequently used in higher education to collect students&rsquo; opinions. This study investigated the factors associated with students&rsquo; willingness to respond to online surveys. Using 540 samples from undergraduate and graduate students in the United States, this study conducted a factor analysis to categorize the reasons that students willingly participate in online surveys. Four factors were identified: Format, Affiliation, Content, and Contact. The regression analysis revealed format was significantly associated with the undergraduate students&rsquo; onli

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Birchard, Karen. "Lack of overseas graduates prompts doctor shortage in rural Ireland." Lancet 349, no. 9068 (1997): 1822. http://dx.doi.org/10.1016/s0140-6736(05)61709-6.

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Curtin, Mary, Sadie Geraghty, and Mary Ryder. "A national evaluation of the Irish midwifery curriculum leading to registration." British Journal of Midwifery 33, no. 5 (2025): 264–73. https://doi.org/10.12968/bjom.2024.0113.

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Background/Aims Ireland's pre-registration midwifery education was last reviewed in 2012 and the Irish healthcare sector has since undergone significant reform. The aim of this study was to conduct a comprehensive review of undergraduate midwifery in Ireland. Methods This mixed-methods study used the principles of appreciative inquiry. Data from a purposeful sample of graduates were collected via survey. Stakeholder focus groups were conducted with newly graduated midwives, senior stakeholders, midwifery academic staff, practising midwives, service users and union representatives. A policy doc

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Dr.A.Shaji, George, and George A.S.Hovan. "The Emergence of Prompt Engineering in India: Assessing the Potential for a New Generation of AI Talent." Partners Universal International Innovation Journal (PUIIJ) 01, no. 06 (2023): 1–18. https://doi.org/10.5281/zenodo.10125681.

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Prompt engineering is an emerging field focused on crafting effective prompts to elicit useful outputs from artificial intelligence systems. As AI grows more advanced, particularly in natural language processing, demand has arisen for specialized prompt engineers who can optimize human-AI interactions. This paper assesses India's potential to become a leader in prompt engineering by developing talent and establishing educational programs. Prompt engineering combines computer science, linguistics, psychology, and creativity. While present globally, demand for prompt engineering is estimated to

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Farooq, Omer, and Monica Maher. "Synthesis and generativity: Elaborative interrogation prompts for graduate information literacy instruction." Journal of Academic Librarianship 47, no. 5 (2021): 102398. http://dx.doi.org/10.1016/j.acalib.2021.102398.

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Li, Xiaofeng, and Yawen Yu. "Characteristics of asynchronous online discussions in a graduate course: an exploratory study." Information and Learning Sciences 121, no. 7/8 (2020): 599–609. http://dx.doi.org/10.1108/ils-04-2020-0120.

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Purpose This paper aims to investigate the following questions: What are the types of discussion prompts in a fully online graduate course? What are the key characteristics of students’ discussion initial posts and replies in a fully online graduate course? In what ways, if any, do discussion prompts influence the types of initial posts and replies in discussion threads? Design/methodology/approach This study adopted a qualitative approach to explore the dynamics of students’ knowledge construction through using asynchronous discussion boards. A total of 20 discussion prompts and 115 discussio

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鍾儀潔, 鍾儀潔. "英語授課課程中以提示策略增進特教系研究生自我管理及專業英文發表能力之行動研究". 特殊教育學報 59, № 59 (2024): 071–113. http://dx.doi.org/10.53106/207455832024060059003.

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<p>提示策略過往用以提升特殊需求學生之基礎技能；近年來，其於高等教育的運用上雖較有限，結果發現其對較高層能力之增進有一定的成效。有鑑於研究生於英語授課中相對有限之主動學習與研究發表能力，以及尚處於領域專業知能的養成階段，本研究以行動研究法，結合量化及質性資料，探討提示策略對特殊教育學系碩士班選修課中九位研究生在自我管理及專業英文發表能力的學習成效，並剖析上述過程對研究者教學實務之專業成長的助益。於自我管理方面，研究生在研究者的引導下，設定個人英文精進學期目標，並以單一受試研究法之倒返實驗設計收集資料及分析成效；在專業英文發表能力方面，主要以研究者自編的行為觀察記錄表來收集及分析研究生的學習情況。結果發現，提示策略能有效提供系統性的支持，研究生亦能在提示褪除後展現此門課預設的學習目標。最後，研究者將課程行動之實踐歷程對自身專業發展的影響分為下列三個面向：克服課程實踐的困境、促進專業成長、改進課程實踐情境，並針對前述的發現進行相關的討論及提供建議。</p> <p>&nbsp;</p><p>Purpose </p> <p>To align with the national, institutional, and departmental development goals, a new cou

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Карабанов, Р. М., та А. А. Бабкин. "К вопросу об актуализации содержания рабочей программы дисциплины «Инженерно-технические средства охраны и надзора»". All-Russian Scientific and Practical Journal of Social and Humanitarian Research, № 3(14) (30 вересня 2024): 51–57. http://dx.doi.org/10.46741/sgjournal.2024.14.3.006.

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Статья посвящена совершенствованию методического обеспечения подготовки выпускников на примере актуализации рабочей программы дисциплины «Инженерно-технические средства охраны и надзора». Акцентировано внимание на изменениях в законодательстве, устанавливающих расширение номенклатуры технических средств, использующихся для обеспечения безопасности и правопорядка в исправительных учреждениях и местах содержания под стражей. Предложен вариант корректировки содержания рабочей программы дисциплины, обеспечивающий оперативное реагирование на актуализацию законодательства и формирование требуемы

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Ge, Xun, Ching-Huei Chen, and Kendrick A. Davis. "Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment." Journal of Educational Computing Research 33, no. 2 (2005): 219–48. http://dx.doi.org/10.2190/5f6j-hhvf-2u2b-8t3g.

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The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of

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Lohr, Kathy D., and Karen J. Haley. "Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective." Adult Learning 29, no. 1 (2017): 11–19. http://dx.doi.org/10.1177/1045159517735597.

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Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning co

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McKinzie, Charla, Erica Burgoon, Vivian Altamura, and Christopher Bishop. "Exploring the Effect of Stress on Mood, Self-Esteem, and Daily Habits with Psychology Graduate Students." Psychological Reports 99, no. 2 (2006): 439–48. http://dx.doi.org/10.2466/pr0.99.2.439-448.

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There are few empirical studies on the issues of psychology graduate students beyond dissertation research. Data from a sample of 65 psychology graduate students were analyzed to explore how stress relates to self-esteem, mood, and daily habits (eating, sleeping, smoking, exercise, and alcohol consumption). The results suggest that sleep patterns, exercise habits, and negative mood were significant correlates and predictors of stress. Findings prompt further investigation of the effects of the stress on psychology graduate students, which might aid in developing interventions leading to increa

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Dr.A.Shaji, George. "The Potential of Generative AI to Reform Graduate Education." Partners Universal International Research Journal (PUIRJ) 02, no. 04 (2023): 36–50. https://doi.org/10.5281/zenodo.10421475.

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Graduate education is facing increasing criticism for lengthy timelines, high costs, and doubts about value. Master’s degrees take 1-3 years to complete, while doctoral degrees take a median of 8 years (NSF 2019). This prolonged timeline has significant opportunity costs, with graduates sometimes not entering the workforce until their 30s. The average cost just for tuition and fees is $30,000 for a master’s degree and over $55,000 for a PhD (NCES 2019). Moreover, criticisms have emerged about the relevance and rigor of graduate curricula, as well as concerns about mental health giv

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Usher, Maya, and Meital Amzalag. "From Prompt to Polished: Exploring Student–Chatbot Interactions for Academic Writing Assistance." Education Sciences 15, no. 3 (2025): 329. https://doi.org/10.3390/educsci15030329.

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The integration of generative artificial intelligence (GenAI) in higher education has opened new avenues for enhancing academic writing through student–chatbot interactions. While initial research has explored this potential, deeper insights into the nature of these interactions are needed. This study characterizes graduate students’ interactions with AI chatbots for academic writing, focusing on the types of assistance they sought and their communication style and tone patterns. To achieve this, individual online sessions were conducted with 43 graduate students, and their chatbot interaction

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Adepoju, Olalekan T., and Joseph E. Sharp. "Understanding the Ideological Force of Graduate Application Materials: A Rhetorical Genre Study of Personal Statement Prompts." Rhetoric Review 43, no. 3 (2024): 201–16. http://dx.doi.org/10.1080/07350198.2024.2349861.

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Ganiyu Adedo, Akanbi, Umar Sodangi, and Adesoji Olubunmi Omoniyi. "Repositioning Science Teacher Education Through Practical Oriented Application in the Teaching and Learning Process for Global Competitiveness: University Undergraduate’s View." International Journal of Science for Global Sustainability 8, no. 4 (2022): 8. http://dx.doi.org/10.57233/ijsgs.v8i4.372.

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The dynamism in educational development today had change holistically so people in charge too need to be proactive to meet the global challenges that can compete with the global world and to meet the global competitiveness if not our educational system will not be in line with the word educational system. This prompts the researchers to look at repositioning teaching and learning process by laying emphases on practical. Forty (40) respondents were used as the pilot study that comprises of six (6) science education lecturer and thirty-four post graduate student of the same department. Sixty-thr

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McGuire, Abby, Warda Qureshi, and Mariam Saad. "A Constructivist Model for Leveraging GenAI Tools for Individualized, Peer-simulated Feedback on Student Writing." International Journal of Technology in Education 7, no. 2 (2024): 326–52. http://dx.doi.org/10.46328/ijte.639.

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Building on previous research that has demonstrated close connections between constructivism, technology, and artificial intelligence, this article investigates the constructivist underpinnings of strategically integrating GenAI experiences in higher educational contexts to catalyze student learning. This study presents a new model for leveraging GenAI tools, for individualized, formative, peer-simulated feedback in graduate-level courses in higher education. This exploratory study presents graduate student reflections about the process and product created using ChatGPT for formative feedback

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Organ, Michał. "‘A prompt box’: The profile of Polish official audiovisual translators." Crossroads. A Journal of English Studies, no. 40(1) (2023): 81–103. http://dx.doi.org/10.15290/cr.2023.40.1.04.

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As audiovisual productions are becoming increasingly popular, the need for specialized translators in this field is growing. This study aims to create a profile of a typical Polish audiovisual translator who officially delivers commissioned renditions for clients. The study reports the results of an online survey with 56 questions in seven domains to gather data from the intended research group. The domains covered basic information, educational background, actual translation education, individual ways of mastering audiovisual translation skills, translatorsʼ preferences, workspace, and aspect

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Hariri, Alfan, Ahmad Munir, and Syafiul Anam. "Lecturers' Attitudes towards English Varieties Exposure in Indonesia." NOBEL: Journal of Literature and Language Teaching 10, no. 2 (2019): 163–73. http://dx.doi.org/10.15642/nobel.2019.10.2.163-173.

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This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most

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Kirsch, Jacob M., Amit Nathani, and Rakesh D. Patel. "Multiple Adjacent Isolated Thoracic Spinous Process Fractures in High-Energy Trauma." Case Reports in Orthopedics 2015 (2015): 1–3. http://dx.doi.org/10.1155/2015/921526.

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Isolated thoracic spinous process fractures involving multiple adjacent vertebral segments are a rare occurrence in the setting of high-energy trauma. These findings should prompt further investigation to exclude other concomitant osseous or ligamentous injuries. Evaluation by computed tomography is often most useful to detect these fractures. Proper treatment of extensive multilevel injury is poorly defined in the literature. In our experience, conservative management consisting of initial bracing with graduated lifting restrictions has produced excellent functional results.

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Meibos, Alex, Karen Muñoz, and Michael Twohig. "Counseling Competencies in Audiology: A Modified Delphi Study." American Journal of Audiology 28, no. 2 (2019): 285–99. http://dx.doi.org/10.1044/2018_aja-18-0141.

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Purpose Counseling practices in audiology play a critical role in helping patients and families understand, accept, and adjust to the dynamic impacts ear-related disorders have on their lives. The purpose of this study was to identify what competencies (i.e., knowledge, skills, and attitudes) are important for audiologists to possess to provide effective counseling in practice. Method A modified Delphi study design was used to survey a panel of 33 professionals with expertise in audiologic counseling from 5 different countries. In the 1st survey round, experts were asked to respond to 3 open-e

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Ausanee Wanchai, Benchamaphorn Nakamadee, and Benyapa Prompuk. "Perspectives of Thai Nurses About Nurse Educators’ Competencies for Teaching Graduate Education: A Qualitative Descriptive Study." Pacific Rim International Journal of Nursing Research 27, no. 1 (2022): 65–74. http://dx.doi.org/10.60099/prijnr.2023.260333.

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Nurse educators’ competencies are essential for teaching at the graduate level. However, previous studies report educators lacking some competency aspects, such as pedagogical or research competencies. Developing nurse educators’ competencies is necessary to design and shape high-quality education for future nurses working in healthcare settings. The aim of this qualitative study was to explore Thai nurse educators’ viewpoints on improving new nurse educators’ competencies in educating graduate students. A qualitative descriptive research approach was used. Researchers interviewed 15 nurse edu

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Gaisina, Amina. "Imitation model of the labour market behaviour of graduates of secondary vocational education institutions." Artificial societies 18, no. 2 (2023): 0. http://dx.doi.org/10.18254/s207751800025572-8.

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The structure of the needs of enterprises for workers is undergoing changes, and the system professional education must adapt as quickly as possible to the new realities of the labor market. For a prompt response to current personnel requests, imitation model of the behavior of graduates in the labor market is proposed, taking into account the direction of training (DT) of system professional education, the need for workers by the type of economic activity (TEA), presented in the form of a matrix of professional and qualification compliance with TEA-DT and a sociological survey graduates. The

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Henrikson, Robin. "Using Online Lectures to Promote Engagement: Recognising the Self-Directed Learner as Critical for Practical Inquiry." Journal of Open, Flexible and Distance Learning 23, no. 1 (2019): 17–32. http://dx.doi.org/10.61468/jofdl.v23i1.343.

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This study analyzed the relationships between teaching presence, social presence and cognitive presence in online learning environments (Garrison, Anderson, & Archer, 2000), with an emphasis on examining ways in which the design of instructor presentation formats relates to student responses within discussion forums. Both quantitative and qualitative analyses were used to determine the nature of student responses, primarily through the lens of the Practical Inquiry Model (Garrison, 2007) by coding all text within the initial student responses to content-based questions. Twenty students wer

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Gronseth, Susie. "Strategically Inclusive E-Learning Design." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (2023): 68–77. http://dx.doi.org/10.13001/jtilt.v2i1.7673.

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Modeling strategic flexibility and experiential learning approaches, this module focuses on foundational concepts for designing accessible educational materials and applying Universal Design for Learning (UDL) guidelines. The module was implemented during two weeks of a 16-week asynchronous online graduate course on e-learning pedagogy and design. Content is represented in varied forms, including video presentations and readings. A structured discussion offers asynchronous and synchronous options and utilizes a five-step scaffold to consider UDL-related prompts applied to provided lesson scena

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Dodd, Bill, Claire Konkes, Donald Reid, and Libby Lester. "A freelance-based foreign exchange programme: Tasmanian students’ professional development on WORLDREP." Australian Journalism Review 41, no. 1 (2019): 85–102. http://dx.doi.org/10.1386/ajr.41.1.85_1.

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In the context of rapidly changing newsrooms and a constriction in entry-level positions for graduates, the Europe and Australia in the World (WORLDREP) programme seeks to prepare students by pairing freelance journalism with overseas training and exchange. However, the entrepreneurial focus of the course must be weighed against the challenges and idiosyncratic hiring criteria that graduates face on their return home. This article discusses interviews with former Tasmanian participants to compare what the students felt they acquired during the course with perceived barriers and challenges post

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