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Bernstein, Daniel, Cynthia A. Irvine, Preetha Basaviah, James N. Lau, Bahij Austin, Paul J. Utz, and Neil Gesundheit. "Stanford University School of Medicine." Academic Medicine 95, no. 9S (September 2020): S50—S53. http://dx.doi.org/10.1097/acm.0000000000003493.
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Richter, Ruthann. "Stanford University School of Medicine." Academic Medicine 82, no. 4 (April 2007): 360. http://dx.doi.org/10.1097/acm.0b013e3180332281.
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Braddock, Clarence H., and Cynthia A. Irvine. "Stanford University School of Medicine." Academic Medicine 85 (September 2010): S111—S113. http://dx.doi.org/10.1097/acm.0b013e3181e86bc9.
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GARDNER, PHYLLIS. "Stanford University School of Medicine." Academic Medicine 75, Supplement (September 2000): S35—S38. http://dx.doi.org/10.1097/00001888-200009001-00014.
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Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (December 31, 2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.
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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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Smith, Karen, Elizabeth Moreno, and Charlotte Jacobs. "The curriculum indexing database for stanford university school of medicine." Teaching and Learning in Medicine 8, no. 1 (January 1996): 48–52. http://dx.doi.org/10.1080/10401339609539763.
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Ravaglia, Raymond, Patrick Suppes, Constance Stillinger, and Theodore M. Alper. "Computer-Based Mathematics and Physics for Gifted Students." Gifted Child Quarterly 39, no. 1 (January 1995): 7–13. http://dx.doi.org/10.1177/001698629503900102.
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Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.
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Shafer, Audrey. "Stanford University School of Medicine, Arts and Humanities Medical Scholars Program." Academic Medicine 78, no. 10 (October 2003): 1059–60. http://dx.doi.org/10.1097/00001888-200310000-00029.
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Osipovskaya, Elizaveta A., Nikolay G. Pshenichny, and Marina V. Kharakhordina. "Using technologies to design personalized learning pathways as a part of scientific practice of students." RUDN Journal of Informatization in Education 18, no. 3 (December 15, 2021): 203–11. http://dx.doi.org/10.22363/2312-8631-2021-18-3-203-211.
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Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.
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Farrell, Caitlin C., Laura Wentworth, and Michelle Nayfack. "What are the conditions under which research-practice partnerships succeed?" Phi Delta Kappan 102, no. 7 (March 23, 2021): 38–41. http://dx.doi.org/10.1177/00317217211007337.
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Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices, and they share recommendations on how to develop or support conditions for successful partnerships.
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Horn, Shane, and Koen Veermans. "Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland." Journal of Research in International Education 18, no. 1 (February 22, 2019): 23–41. http://dx.doi.org/10.1177/1475240919830003.
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In this study, tasks measuring digital media literacy developed by Stanford University were administered at a school in Finland to consider the efficacy and transfer of critical thinking (CT) skills of a ‘pre-IB’ cohort preparing to enter the two year International Baccalaureate Diploma Programme (IBDP) and a graduating ‘IB2’ cohort. While the IB2 cohort outperformed the pre-IB cohort, both outperformed Stanford’s U.S. cohorts to a statistically significant degree. Utilising a framework of curricular approaches to facilitating CT skills development as a variable of interest for causal-comparison, it was determined that the Finnish curricula and the IBDP explicitly facilitate CT skills as a separate course while embedding CT into subject coursework, whereas the curriculum in the U.S. implicitly embeds CT into subject coursework only. Implications for improving facilitation of CT in curricula design, professionalising CT across the field, and the benefits of replicating existing studies in differing socio-educational environments are discussed.
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Cuban, Larry. "Change without Reform: The Case of Stanford University School of Medicine, 1908-1990." American Educational Research Journal 34, no. 1 (1997): 83. http://dx.doi.org/10.2307/1163343.
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Cuban, Larry. "Change Without Reform: The Case of Stanford University School of Medicine, 1908–1990." American Educational Research Journal 34, no. 1 (January 1997): 83–122. http://dx.doi.org/10.3102/00028312034001083.
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Pizzo, Philip A. "Case Study: The Stanford University School of Medicine and Its Teaching Hospitals." Academic Medicine 83, no. 9 (September 2008): 867–72. http://dx.doi.org/10.1097/acm.0b013e318181d880.
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Terrell, Karen. "M. Carnoy, A. Gove, & J. Marshall: Why students in Cuba do better in school. Stanford University Press, Stanford, CA, 2007." Journal of Educational Change 10, no. 4 (August 18, 2009): 401–4. http://dx.doi.org/10.1007/s10833-009-9124-z.
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Patton, Scott, Elaine Basaca, and Jennifer S. Brown. "2557 Improving ClinicalTrials.gov compliance: A coordinated effort for success." Journal of Clinical and Translational Science 2, S1 (June 2018): 83. http://dx.doi.org/10.1017/cts.2018.288.
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OBJECTIVES/SPECIFIC AIMS: ClinicalTrials.gov (CTgov) compliance has received much international attention as a significant regulatory, scientific, and ethical responsibility. Compliance rates for both industry and academia are held up for scrutiny by transparency advocates, but solutions for achieving compliance in academia have proven to be—because of its focus on innovation and multiple disciplines—significantly more complex than those employed by industry. Added challenges for academic medical centers (AMCs) are both increased researcher responsibilities under the new NIH Policy on Clinical Trial Dissemination and system-wide changes to requirements for “clinical trial only” Funding Opportunity Announcements. At Stanford University, a multifaceted approach toward improving CTgov outreach, education, and reporting led to a dramatic turnaround in compliance over 17-month period. METHODS/STUDY POPULATION: Stanford University School of Medicine’s Senior Associate Dean for Research and PI of Stanford’s CTSA applied a 3-part strategy to address unacceptable rates of results reporting. The strategy included (1) regular compliance reports to department chairs, (2) establishment of a central office, Clinical Research Quality (CRQ), to provide consistent training and support, and (3) interdepartmental cooperation across the school and university. Compliance reports, identifying all studies late for results reporting were sent monthly to all department chairs, with heightened focus on departments that conduct the most clinical trials. Senior leadership described the process in executive meetings and set improvement goals. Reports included multiple data points to help departments mobilize resources and identify trends; half-way through the period, soon-to-be late study records were included. CRQ hired 2 fulltime employees tasked with all aspects of managing the CTgov process and designed a portfolio of activities including: (1) a master list of all Stanford studies in the CTgov system; (2) a process for generating and distributing monthly reports; (3) an education program; and (4) support services, including an administrator working group. RESULTS/ANTICIPATED RESULTS: Since December 2015, Stanford has had the second-highest compliance rate improvement out of the 20 schools of medicine that receive the most NIH funding (+ 62%). DISCUSSION/SIGNIFICANCE OF IMPACT: Managing ClinicalTrials.gov compliance requires a high degree of technical knowledge of regulations, NIH policy, and the CTgov system. But without an equally high degree of engagement from senior leadership, results would not have been achieved. Central resources are critical to set policy and establish consistent processes, but without regular and repeated interactions between faculty, a multitude of administrators and staff, more central resources would have been required. By working simultaneously “down from the top” and “up from the bottom,” communication and education expanded rapidly, ineffective efforts were quickly transformed, and what began as an irritating and cumbersome problem became an occasion for collaboration and celebration of increased transparency.
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Jacobs, Charlotte D., and Patricia C. Cross. "The value of medical student research: the experience at Stanford University School of Medicine." Medical Education 29, no. 5 (September 1995): 342–46. http://dx.doi.org/10.1111/j.1365-2923.1995.tb00023.x.
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Daniels, Roger. "Educating Youth in America's Wartime Detention Camps." History of Education Quarterly 43, no. 1 (2003): 91–102. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00116.x.
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Pupil for pupil, more has been written about Japanese American students than about those of any other ethnic group in America. They enter into our historical consciousness with the abortive attempt of the San Francisco School Board to segregate Japanese American students in 1906–07 which led to the Gentlemen's Agreement of 1907–08 between the United States and Japan. As Henry Yu has recently reminded us, scholars were fascinated by the achievements of “oriental” students in American schools in the 1920s. Sociologists and educational psychologists, especially at Stanford University and the University of Chicago and often in conjunction with the Institute of Pacific Relations and/or Robert E. Park's Survey of Race Relations, produced a substantial corpus of work that focused on second-generation Asian Americans and stressed such things as test scores and life course studies. Conceived as studies in Americanization they almost totally ignored the community-run language schools: the lack of sophisticated studies examining these schools remains one of major gaps in the historiography of ethnic education in America.
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Morley, T. P. "Kenneth Edwin Livingston M.D., D.A.B.N., F.A.C.S., F.R.C.S. (C) (1914 – 1984)." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 12, no. 1 (February 1985): 76. http://dx.doi.org/10.1017/s0317167100046655.
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Kenneth Livingston was born in 1914 in Pendleton, Oregon. He attended Stanford University and obtained his BA in 1936. His medical student days were spent at Harvard where he graduated MD in 1939.His neurosurgical education began in 1942 at Strong Memorial Hospital, Rochester, N.Y.; then, after two years at the U.S. Naval Hospital in Oakland, California, he was appointed to the Attending Staff at the Lahey Clinic in Boston from 1946-1948. He returned to Oregon as Assistant Clinical Professor of Neurosurgery at the University of Oregon Medical School in 1948.
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Fetterman, David. "Empowerment evaluation at the Stanford University School of Medicine: using a critical friend to improve the clerkship experience." Ensaio: Avaliação e Políticas Públicas em Educação 17, no. 63 (June 2009): 197–204. http://dx.doi.org/10.1590/s0104-40362009000200002.
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Empowerment evaluation was adopted by Stanford University's School of Medicine to engage in curricular reform. It was also used to prepare for an accreditation site visit. Empowerment evaluation is a guided form of self-evaluation. It was selected because the principles and practices of empowerment evaluation resonated with the collaborative and participatory nature of the curricular reform in the School. This article highlights one of the most important features of an empowerment evaluation: a critical friend. This individual has evaluation expertise but serves as a coach, advisor, or guide, rather than "the expert". The evaluation is in the hands of the people in the program, but a critical friend helps to keep it on track and rigorous. As one indication of the importance of this role, student ratings on selected clerkship rotations, where a critical friend was requested to respond to student concerns, resulted in significant increases in student ratings.
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Scala, Jack J., Nathaniel J. Braun, Kiarash Shamardani, Emma R. Rashes, William Wang, and Rishi P. Mediratta. "Applying Kern's Six Steps to the Development of a Community-Engaged, Just-in-Time, Interdisciplinary COVID-19 Curriculum." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210963. http://dx.doi.org/10.1177/23821205221096370.
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Universities and medical schools often work towards operationalizing their shared mission of facilitating community-engaged work independently. Based on their experience teaching the COVID-19 Elective course at Stanford University School of Medicine, the authors proposed a novel solution for universities and medical schools to achieve an interdisciplinary collaboration within a diverse student population by creating targeted, project-based, and community-engaged courses for addressing emergent health needs. In this article, the authors discuss their curriculum, which was created using Kern's six-step approach for curriculum development, to address emergent health needs related to the novel coronavirus pandemic. The curriculum provides an opportunity for universities and medical schools to advance community health, educate students across the medical and non-medical education continuum, and foster interdisciplinary cooperation.
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Etzkowitz, Henry. "Entrepreneurial university icon: Stanford and Silicon Valley as innovation and natural ecosystem." Industry and Higher Education 36, no. 4 (July 17, 2022): 361–80. http://dx.doi.org/10.1177/09504222221109504.
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The author explicates the cultural DNA and take-off trajectory of an exemplary entrepreneurial university and its emerging focus on sustainability. Entrepreneurial initiatives, emanating from the engineering school in the late 19th century, spread to the physical sciences in the 1930s and to the biological sciences and medicine by the 1970s. A concerted and compressed academic development strategy sought researchers with related interests across disciplines, assuming that teaching could be diversified from these critical cores. A multi-pronged financial strategy included attracting federal research funds, leasing university land, technology transfer income and endowment from gifts and equity in university-originated firms in varying past and future proportions. Bottom-up initiatives proliferated, filling technology transfer and start-up support gaps in the entrepreneurial ecosystem. Recently, some innovation initiatives have been shuttered as the Administration has tacked towards addressing climate change though a microscopic initiative. Given an institutionalized and legitimated culture and infrastructure of entrepreneurship and innovation, these dual institutional logics operate in tandem symbiosis, mutually fructifying each other.
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Hauser, Michelle E. "A Novel Culinary Medicine Course for Undergraduate Medical Education." American Journal of Lifestyle Medicine 13, no. 3 (January 24, 2019): 262–64. http://dx.doi.org/10.1177/1559827619825553.
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Traditional nutrition education in medical school has been inadequate to prepare future physicians to counsel patients on practical dietary changes that can prevent and treat food-related disease. Culinary medicine is being used to address this in a variety of settings, including medical education. The Teaching Kitchen Elective for Medical Students at Stanford University School of Medicine spans 1 academic quarter and combines hands-on cooking of food that is delicious and healthy, correlations with multiple clinical specialties, and role-playing real-life examples of brief dietary counseling with patients to make nutrition education practical and approachable. The course has been run as a quasi-randomized controlled study comparing 3 cohorts of students versus wait-listed controls via precourse and postcourse surveys. Preliminary analysis of the first cohort of students shows significant improvements in attitudes, knowledge, and behaviors around healthy cooking and meal planning for the students compared with controls. Despite these promising preliminary results, more resources are needed to be able to hold the course frequently enough to meet student demand.
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Justice, Benjamin. "When the Army Got Progressive: The Civil Affairs Training School at Stanford University, 1943–1945." History of Education Quarterly 51, no. 3 (August 2011): 330–61. http://dx.doi.org/10.1111/j.1748-5959.2011.00339.x.
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They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take regular courses in the disciplines, they studied an integrated curriculum referred to as “Area Relationships.” Some faculty collaborated, team taught, and drew on students' prior knowledge. Even some administrators joined in the role-playing for the big culminating activity. The head of the program explained the reason for such a break from the traditional Stanford experience: “Special effort must be made to supply the student with points of view and methods of procedure which will enable him most quickly and most surely to survey a situation, analyze a problem, and formulate a solution.”
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Lee, Joan. "Reviewer Acknowledgements for Journal of Plant Studies, Vol. 6, No. 2." Journal of Plant Studies 6, no. 2 (August 30, 2017): 108. http://dx.doi.org/10.5539/jps.v6n2p108.
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Journal of Plant Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Journal of Plant Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/reviewer and e-mail the completed application form to jps@ccsenet.org.Reviewers for Volume 6, Number 2Ahmed Ghannam, University of Strasbourg, FranceAlfredo Benavente, Consejería de Agricultura, Pesca y Medioambiente, SpainAmi Lokhandwala, University of Mississippi, Department of Biology, USABingcheng Xu, Chinese Academy of Sciences and Ministry of Water Resources, ChinaChrystian Iezid Maia e Almeida Feres, Tocantins Federal University, BrazilEstelle Dumont, université Aix-Marseille, FranceHoma Mahmoodzadeh, Department of Biology, Mashhad Branch, Islamic Azad University, Mashhad, IranKhyati Hitesh Shah, Stanford University, United StatesKinga Kostrakiewicz-Gieralt, Institute of Botany, Jagiellonian University, PolandKonstantinos Vlachonasios , Aristotle University of Thessaloniki, School of Biology, GreeceMartina Pollastrini, University of Florence, ItalyMassimo Zacchini, National Research Council of Italy (CNR), ItalyMelekber Sulusoglu, Arslanbey Vocational School Kocaeli University, TurkeyMohamed Trigui, Sfax Preparatory Engineering Institute and CBS, TunisiaRajiv Ranjan, T. P. Varma College, IndiaRajnish Sharma, Dr YS Parmar University of Horticulture & Forestry, Solan (HP), IndiaRakesh Ponnala, Zoetis Inc, United StatesRocío Deanna, Instituto Multidisciplinario de Biología Vegetal, ArgentinaSaid Laarabi, University Mohammed V/Ministry of National Education, MoroccoSlawomir Borek, Adam Mickiewicz University, PolandSuheb Mohammed, University of Virginia, United StatesTomoo misawa, Donan Agricultural Experiment Station, Hokkaido Research Organization, Japan
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Phan, Trang, and Myunghwan Shin. "Re-imagining Technology Education for Student Teachers Using Human-Centered Design." International Journal of Designs for Learning 12, no. 3 (November 1, 2021): 31–48. http://dx.doi.org/10.14434/ijdl.v12i3.31164.
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This design case describes the implementation of the Human-centered Design process, developed by the world leading design firm IDEO and Stanford d. school. The process describes the technology integration onto a teaching credential program course at a university in Central California. It reports the thought process to adopting HCD in the course with a focus on a semester-long assignment called Technology Leap Project (TLP). The preliminary design decisions and the design process in depth. Each phase of the HCD process (i.e. Inspiration, Ideation, Implementation) was defined and its manifestation into the TLP was articulated and assembled with samples of students’ work. The case also discusses various merits and challenges for the design team of applying the HCD process in engaging student learning and responding to their learning needs. Finally, the revision plan was discussed.
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Ishida, Hoyu. "Particular and universal norms of Shinran's religious experience." Ekistics and The New Habitat 73, no. 436-441 (December 1, 2006): 282–85. http://dx.doi.org/10.53910/26531313-e200673436-441125.
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The author, Professor of Religious Studies and English at the University Center for Intercultural Education, University of Shiga Prefecture, Japan,and Guest Professor of the University of the Air, is a graduate of Harvard Divinity School and Stanford University, USA. He has published many articles and papers in the areas of comparative studies of Eastern and Western thought with emphasis on Buddhism. Professor Ishida is the author of several books - one of which is on John Lennon, the former leader of the Beatles. He is currently working on a book on Shinran and Dogen, two of the leading figures of the "reformed Buddhism" of the Kamakura period (1185- 1333) in Japan. The text that follows is a slightly revised and edited version of a paper presented by the author at the international symposion on "Globalization and Local Identity", organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September, 2005.
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Schloss, Karen B., Rosa M. Poggesi, and Stephen E. Palmer. "Effects of university affiliation and “school spirit” on color preferences: Berkeley versus Stanford." Psychonomic Bulletin & Review 18, no. 3 (March 5, 2011): 498–504. http://dx.doi.org/10.3758/s13423-011-0073-1.
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McDermott, Ray. "In Praise of Schoolchildren: A commencement address to the Stanford University Graduate School of Education on 17 June 2018." Mind, Culture, and Activity 25, no. 4 (October 2, 2018): 281–92. http://dx.doi.org/10.1080/10749039.2018.1544646.
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Jalaluddin, Mufti Labib. "Whose Islam? The Western University and Modern Islamic Thought in Indonesia." Islamic Studies Review 1, no. 1 (July 5, 2022): 128–30. http://dx.doi.org/10.56529/isr.v1i1.24.
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Megan Brankley Abbas, Whose Islam? The Western University and Modern Islamic Thought in Indonesia, USA: Stanford University Press, 2021. For centuries, Islamic schools or madrasa have been the primary source of Muslim religious authority, with Indonesia no exception in this regard. For generations, Indonesia’s foremost Muslim leaders have received their Islamic education from Middle Eastern madrasas. In her book Whose Islam?, Megan Brankley Abbas challenges the notion of Middle Eastern centrality in Islamic education by arguing that Western universities has emerged as significant sites for the production of Islamic knowledge and Muslim religious authority in the last century. In her research, Abbas examines the far-reaching repercussions of this change for Muslim communities across the globe and for the future of Islamic studies as an academic discipline.
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Kallgren, Joyce K. "Only Hope: Coming of Age under China's One-Child Policy. By Vanessa L. Fong. [Stanford: Stanford University Press, 2004. 242 pp. £29.95. ISBN 0-8047-4961-2.]." China Quarterly 180 (December 2004): 1104–5. http://dx.doi.org/10.1017/s0305741004280766.
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This is an ethnographic study, conducted in Dalian between June 1997 and 2002, of a sample of singleton urban youths and their families. The author interviewed high school boys and girls and their families about their hopes for college and the elite jobs expected upon graduation. Given that Fong (now an assistant professor in the Harvard School of Education) was then a graduate student at Harvard, home of some of the most respected anthropology and sociology faculty whose careers began with survey projects such as this, there are understandingly high hopes for this book (the revised product of her dissertation). Although the footprint of the dissertation (in style and, to some extent, in theory) remains to distract the China specialist occasionally, the book is fascinating and, as book editors often say, “a good read.”Over the last 20 years, there have been a number of studies by Chinese and foreign scholars on the establishment, provision, effectiveness and consequences of the so-called single child family (SCF) policy. This controversial policy, subject to different interpretations and more effective in urban China than in rural areas, seems well established. The generation of young people now coming of age includes the so-called singletons. Fong has contributed to our understanding of their situation by her use of the term “only hope,” by which she means these children are the only hope for a growing number of aging, city-dwelling parents, who are without jobs or welfare protection, and thus facing a bleak future.
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Pretorius, Jannie, Josef De Beer, and Cherine Jackson. "The Possible Uses of Foldscopes as a Form of Frugal Science in the Biology Classroom As Well As in Out-of-School Science Activities." Research in Social Sciences and Technology 8, no. 3 (August 12, 2023): 1–15. http://dx.doi.org/10.46303/ressat.2023.17.
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This article explores the possibilities of a cheap one-dollar microscope, the Foldscope, for enhancing out-of-school science education. Developed by Manu Prakash and Jim Cybulski from Stanford University, these origami-type paper microscopes make it possible to provide all students with their own microscopes, due to the low cost. This provides students the opportunity to engage in science outside of the classroom, as amateur sleuths engaged in environmental inquiries, e.g., determining the levels of pollution of local water resources. In this article the authors share two sets of research data: an activity where school students engaged in authentic problem-based learning using the Foldscopes, as well as student teachers’ experiences of engaging with Foldscope microscopes. The outcomes of the first research project indicate that affective outcomes and cognitive gains were achieved. Responses in the second research project included five categories: preparation and presentation; potential of the Foldscope; use of slideshow; energy/complements; and limitations. The conclusion reached was that Foldscopes hold possibilities for enhancing STS (science-technology-society) approaches inside and outside the classroom. One recommendation is that such frugal-science approaches are emphasized more in both pre-and in-service teacher education.
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Kihlberg, Pernilla, Mattias Perzon, Rolf Gedeborg, Per Blomqvist, and Jakob Johansson. "Uniform Evaluation of Clinical Teaching – an instrument for specific feedback and cross comparison between Departments." Högre utbildning 1, no. 2 (June 22, 2011): 139–50. http://dx.doi.org/10.23865/hu.v1.862.
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The quality of clinical teaching in Swedish medical schools has recently been questioned by student representatives at the medical schools in Sweden. The clinical teaching at Uppsala University Medical School has previously only been sparsely evaluated and with varying instruments. Our aim was to develop a simple assessment instrument and implement it uniformly, enabling cross comparisons between different departments. Further we wanted to investigate students’ response rate and analyze their response pattern.A questionnaire inspired by a concept from Stanford University was created and introduced at hospital departments performing clinical teaching of medical students. Ten questions reflecting different aspects of clinical teaching were used. The outcome was used for specific feedback to the clinical teachers, cross comparison and official ranking of the departments.The evaluation instrument has been successfully developed and uniformly implemented throughout the departments of the hospital. The students have with a relatively high response rate graded the items with a great deal of variation between and within the clinical rotations. Altogether, this has provided specific feedback to the clinical teachers and enabled cross comparison between departments. Our belief is that the instrument also applies to other educations involving supervision.
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Weidman, John C. "Faith in Schools: Religion, Education, and American Evangelicals in East Africa by Amy Stambach. Stanford, CA: Stanford University Press, 2010. 248 pp. $24.95 (paper). ISBN 978-0-8047-6851-1." Comparative Education Review 55, no. 2 (May 2011): 281–83. http://dx.doi.org/10.1086/660294.
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Goldrick-Rab, Sara, and David Labaree. "Policy Dialogue: The Problems and Promises of Higher Education in the United States." History of Education Quarterly 61, no. 3 (August 2021): 341–50. http://dx.doi.org/10.1017/heq.2021.27.
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AbstractNearly 70 percent of American students enroll in postsecondary education immediately after graduating high school. Yet college and university completion rates remain highly disparate across social and economic groups. White students in the US are 20 percent more likely than Black and Latino students to graduate, and students from high-income backgrounds are roughly five times more likely to graduate than their lower-income peers. As a result, many students leave higher education without a degree, bearing debt that cannot be discharged through bankruptcy. The upshot is that much of the $1.7 trillion in student loan obligations today is held by those who cannot afford to repay it—an immediate crisis for millions of individuals and a looming threat to the US economy. How did we arrive at this juncture? And what should we do from here?For this Policy Dialogue, the HEQ editors asked Sara Goldrick-Rab and David Labaree to explore the past, present, and future of pressing issues facing American higher education. Goldrick-Rab is professor of sociology and medicine at Temple University as well as President and Founder of the Hope Center for College, Community, and Justice in Philadelphia. She is also the chief strategy officer for emergency aid at Edquity, a student financial success and emergency aid company, and founder of Believe in Students, a nonprofit distributing emergency aid. Labaree is a past president of the History of Education Society and the Lee L. Jacks Professor Emeritus at Stanford University. Their dialogue takes readers on a quick and heady jaunt across time, across the country, and across almost all institutional types in higher education.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.
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Malara, Zbigniew, and Yasmin Ziaeian. "Design Thinking Concept in higher education sector: A comparison of a representative the Polish and the American university." European Journal of Management and Social Science 2, no. 2 (2021): 21–27. http://dx.doi.org/10.56652/ejmss2021.2.2.
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Design thinking is an instrument for promoting innovation in business and also a new and important approach in education. Design thinking is a creative process, which enables the student to improve innovative personalities and will also help to create contemporary educational tools. Based on the query of the literature review, the authors of the article noticed the presence of this issue in the works of theoreticians, and at the same time they stated noticeably lack of indications for the implementation of these findings and possibilities and their verification in practice (educating specialists and students). As traditional education and learning tools are not sufficient, therefore the importance of design thinking is increasing in high education sectors, despite the implementation of this topic at universities and business schools being very slow. This study compares the courses at Hasso Plattner Institute of Design at Stanford University (d.school), as the leader in the field of design thinking, and Wroclaw University of Science and Technology. Using a case study approach, could assist the researchers in understanding the gaps and provide suggestions for improving the courses in a Polish university in comparison with the leader of design thinking.
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Woody, William Douglas. "Psychology and the Legal System: An Interview with Edie Greene." Teaching of Psychology 30, no. 2 (April 2003): 174–80. http://dx.doi.org/10.1207/s15328023top3002_17.
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William Douglas Woody completed his doctoral work at Colorado State University and is now Assistant Professor of Psychology at the University of Northern Colorado. He teaches and conducts research in the areas of psychology and the law, social psychology, and history and systems of psychology. He is the recipient of regional and national teaching awards. While completing his doctoral work, Doug started collaborating with Edie Greene on projects related to civil jury decision making. Edie Greene earned her BA in psychology from Stanford University, her MA from the University of Colorado–Boulder, and her PhD in psychology and law from the University of Washington. Additionally, she completed a postdoctoral fellowship at the University of Washington from 1983 to 1986, and she served as Fellow in Law and Psychology at Harvard Law School from 1994 to 1995. Edie is currently Professor of Psychology at the University of Colorado at Colorado Springs where she conducts research on jury trials, eyewitness memory, and other topics in psychology and law. Her work has been funded by number of federal agencies, and she has earned extensive research recognition including an award from her college for Outstanding Research and Creative Works. Edie is a coauthor of the textbook Psychology and the Legal System (5th ed.), published by Wadsworth (2002), and she coauthored Determining Damages: The Psychology of Jury Awards, published by the American Psychological Association (2002). She has published more than 70 articles and book chapters as well as an annotated bibliography on the adversarial system (Strier & Greene, 1990). In addition to conducting research, she has served as a trial consultant, and she has testified extensively as an expert witness on eyewitness memory and jury decision making. Edie has been active in the American Psychology–Law Society in numerous roles including membership on the executive committee. She serves on the editorial boards of Law and Human Behavior and Psychology, Public Policy and Law.
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ВАКАЛЮК, ТЕТЯНА, АНДРІЙ МОРОЗОВ, АНДРІЙ ЄФІМЕНКО, and ДМИТРО АНТОНЮК. "ДОЦІЛЬНІСТЬ ВВЕДЕННЯ ДИСЦИПЛІНИ “ОСВІТНІ ТЕХНОЛОГІЇ ТА НАВЧАННЯ В ЦИФРОВУ ЕПОХУ” У ПРОЦЕС НАВЧАННЯ МАЙБУТНІХ ФАХІВЦІВ З ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (2019): 160–69. http://dx.doi.org/10.31494/2412-9208-2019-1-2-160-169.
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У статті проаналізовано закордонний досвід вивчення різних аспектів освітніх технологій та цифрової освіти в закладах вищої освіти. Зокрема, Carnegie Mellon University пропонує для випускників бакалаврату магістерську програму "Магістри освітніх технологій та прикладних навчальних наук", у межах якої для вивчення пропонує дисципліну "Дизайн навчальних ігор"; у Stanford Graduate School of Education пропонує для вивчення курс "Навчання, дизайн та технології"; Університет Стенфорда студентами вивчається курс "Створення ефективних онлайн та змішаних курсів"; Університет систем Меріленду – такі курси, як "Інструкційний дизайн: цифрові медіа, нові інструменти та технології" та "Інструкційний дизайн та технології"; Університет Пенсільванії "Вступ в онлайн та змішане навчання"; Масачусетський інститут технологій – "Дизайн та розробка освітніх технологій". У результаті аналізу закордонного досвіду було встановлено, що для студентів технічних спеціальностей, зокрема для майбутніх фахівців з інформаційних технологій, було б доцільно ввести в навчальний план курс "Освітні технології та навчання в цифрову епоху". Це доцільно тому, що у процесі професійної підготовки майбутні фахівці з інформаційних технологій мають навчитися: створювати курсові / дипломні проєкти освітнього спрямування (розробка ПЗ навчального характеру, розробка навчальних ігор тощо), підготування до роботи в ІТ-компаніях, подальшого навчання в аспірантурі тощо. Вивчення курсу готує студентів до майбутнього неперервного навчання з використанням цифрових технологій протягом життя. Дисципліна "Освітні технології та навчання в цифрову епоху" орієнтована на студентів спеціальностей 121 "Інженерія програмного забезпечення", 122 "Комп'ютерні науки", 123 “Комп’ютерна інженерія”, 125 "Кібербезпека", 126 “Інформаційні системи та технології” та базується на засвоєнні студентами основних понять та положень про освітні технології, технології навчання в цифрову епоху. Наведено орієнтовний перелік тем. Обґрунтовано переваги, що надає вивчення цього курсу. Ключові слова: освітні технології, цифрова епоха, навчання, інформатизація освіти, заклади вищої освіти.
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Martin, W. Mike, Renate Fruchter, Humberto Cavallin, and Ann Heylighen. "Different by design." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 21, no. 3 (August 2007): 219–25. http://dx.doi.org/10.1017/s0890060407000248.
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AbstractIt is generally known that architectural practice relies heavily on the interactions between architects and other professionals. However, during their formal education, most students attending architecture schools, and engineering schools for that matter, get very little (if any) exposure to decision making in conditions that involve expertise and/or worldviews beyond those reflected and valued by their own discipline. In the past 10 years, a project-based learning initiative was developed between the University of California, Berkeley, and Stanford University in an international context involving several other universities around the world. Throughout this experience, we have identified several issues that have shown to be crucial to these interactions. This paper elaborates on three key issues: improvement of communication skills, empowerment through developing strategies of leadership, and recognition of own and others' worldviews. We also make the case to include experiential educational situations that can introduce these aspects into the academic curricula of architecture and engineering schools.
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Burkholder, Eric, Shima Salehi, and Carl E. Wieman. "Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics." PLOS ONE 16, no. 4 (April 1, 2021): e0249086. http://dx.doi.org/10.1371/journal.pone.0249086.
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Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students’ level of high school physics and math preparation. We found that the SI course had a significant positive effect on student performance in E&M, but that an SI course with a nearly identical format had no effect on student performance in mechanics. We explored several different potential explanations for why this might be the case and were unable to find any that could explain this difference. This suggests that there are complexities in the design of SI courses that are not fully understood or captured by existing theories as to how they work.
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GRASEDIECK, DIETER. "Not Computers, Only Teachers Can Make Education Exciting." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 5 (December 30, 2016): 1369–72. http://dx.doi.org/10.24297/ijrem.v7i5.4331.
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The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).
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Kochevar, Randall E., Ruth Krumhansl, Kira Krumhansl, Cheryl L. Peach, Erin Bardar, Josephine Louie, Jessica Sickler, et al. "Inspiring Future Marine and Data Scientists Through the Lure of Ocean Tracks." Marine Technology Society Journal 49, no. 4 (July 1, 2015): 64–75. http://dx.doi.org/10.4031/mtsj.49.4.4.
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AbstractThe Oceans of Data Institute (ODI) at the Education Development Center (EDC), Inc.; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring large scientific data sets into secondary and postsecondary classrooms. These efforts have culminated in the development of a Web-based student interface to marine science data called Ocean Tracks (<ext-link ext-link-type="uri" xlink:href="http://oceantracks.org">http://oceantracks.org</ext-link>), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education, and learning science. The Ocean Tracks interface was tested in high school classrooms in spring and fall of 2013 with a total of 195 high school students. These tests indicate that students appeared to find many aspects of the interface simple and intuitive to use. Teachers and students indicated that working with real data was highly engaging, pointing to the tremendous potential for “big data” to transform the way science is taught. Interest among college faculty in Ocean Tracks indicates a need in undergraduate classrooms for similar tools that allow students to interact with data. So in the fall of 2014, we began to collect baseline data on students attending undergraduate oceanography classes at the Scripps Institution of Oceanography (Scripps) and Palomar College, where we will also be developing curricula and conducting classroom tests. Preliminary results from this work are presented here.
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Tretter, Justin T., and Jeffrey P. Jacobs. "Global Leadership in Paediatric and Congenital Cardiac Care: “Using data to improve outcomes – an interview with Jennifer S. Li, MD, MHS”." Cardiology in the Young 30, no. 9 (September 2020): 1226–30. http://dx.doi.org/10.1017/s1047951120002875.
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AbstractDr. Jennifer Li is the focus of our second in a planned series of interviews in Cardiology in the Young entitled, “Global Leadership in Paediatric and Congenital Cardiac Care”. Dr. Li was born in Boston, Massachusetts, United States of America, and moved to Indianapolis, Indiana where she completed her secondary education. She then attended Stanford University, majoring in Chemistry and English and graduating with distinction in 1983. Dr. Li then attended Duke University School of Medicine, graduating in 1987. She then completed her internship at Children’s Hospital of Philadelphia in 1987–1989, returning to Duke University Medical Center to complete both her residency in general paediatrics in 1989–1990 followed by her fellowship in paediatric cardiology in 1990–1993. She would later complete her Master’s Degree in Health Sciences at Duke University in 2005.Dr. Li has spent her entire career as a paediatric cardiologist at Duke University Medical Center, where she was appointed a Professor of Pediatrics and Professor of Medicine in 2008 and has held the position as Beverly C. Morgan Endowed Professor of Pediatrics since 2012. She has served as the Chief of Paediatric Cardiology at Duke University Medical Center since 2006. She also was the Director of Paediatric Research at Duke Clinical Research Institute from 2001-2015. Dr. Li has played an instrumental role in evaluating the safety and efficacy of drugs in children, as well as in analysing and linking large multicentric databases to evaluate the outcomes, quality, and cost of paediatric and congenital cardiac care. Dr. Li has received funding from the National Institute of Health of the United States of America, as well as from industry and foundation grants. This article presents our interview with Dr. Li, an interview that covers her experience collaborating with governmental organizations and industry in the pursuit of common interests to design clinical drug trials, link and analyse large, multicentric databases, and improve paediatric health care.
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Lysanets, Yuliia V., Olena M. Bieliaieva, Halyna Yu Morokhovets, Ivanna V. Znamenska, Valeriia S. Shalaieva, and Inesa V. Rozhenko. "THE FEASIBILITY OF CONVERSATION ANALYSIS TOOL IN THE FORMATIVE ASSESSMENT OF MEDICAL AND DENTAL STUDENTS’ ACHIEVEMENTS IN ENGLISH FOR SPECIFIC PURPOSES." Wiadomości Lekarskie 74, no. 12 (2021): 3199–203. http://dx.doi.org/10.36740/wlek202112114.
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The aim of this research is to demonstrate the feasibility of the Conversation Analysis Tool as an effective method of formative assessment in the context of teaching the University course of English for Specific Purposes (Medicine and Dentistry) through the implementation of elaborated and well-targeted classroom assignments and activities. Materials and methods: The paper describes the experience of applying the Conversation Analysis Tool, developed by Kenji Hakuta et al. (Stanford University Graduate School of Education). The study relied on the analysis of the transcribed classroom conversations between students in terms of different communicative dimensions. Results: Activities 1-2 focused on developing the skill of clarifying ideas in 2nd-year medical students who studied the topics “Allergy” and “Sensory Organs”. Activities 3-4 scaffolded the skills of negotiating and fortifying ideas in 1st-year dental students while they mastered the topics “Tooth Extraction” and “Dental Filings”. The authors used such scaffolding means as the Conversation Skills Poster with starter-finisher phrases, sentence frames, strategic pairings, and visuals (graphic organizers, charts). Along with a number of prompts, the fishbowl method, modeling situations, and different moves were applied depending on the situation and the material discussed. Conclusions: The Conversation Analysis Tool proved to be an effective method of formative assessment in the context of teaching the University course of English for Specific Purposes (Medicine and Dentistry). This technique discloses students’ level of understanding of the learning material, reveals the potential gaps in mastering the academic subject and allows the teacher to react timely and appropriately to eliminate them. This research will be useful for ESOL teachers at medical universities, as well as for educators from other academic settings, in the process of formative assessment and organizing classroom activities. KEY WORDS: Conversation Analysis Tool, constructive conversation, communication skills, formative assessment, English for Specific Purposes
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Chelli, Siham, and Kawtar Raghay. "Promoting design thinking in nursing education: Experience of Moroccan undergraduate students in a surgical department." Journal of Nursing Education and Practice 14, no. 1 (September 24, 2023): 21. http://dx.doi.org/10.5430/jnep.v14n1p21.
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Background and objective: “Design Thinking” is a problem-solving strategy focused on human behavior and needs. Within education, it is a collaborative approach with significant potential to produce innovations that address current issues. The Higher Institute of Nursing Professions and Technical Healthcare in Morocco is a public institution that provides training for nursing and healthcare technicians. By examining the contribution of design thinking in helping students overcome challenges during their internships, this study aims to improve the education experience of nursing students by promoting the adoption of this approach in their clinical practice.Methods: This study is descriptive and exploratory, using the design thinking approach of the d-School at Stanford University with Moroccan students at the Higher Institute of Nursing Professions and Technical Healthcare of Tetuan. The study follows a five-step process (Empathize, Define, Ideate, Prototype, and Test) and includes 21 selected nursing students as designers during clinical training in a surgical ward under the guidance of their nurse educator. The designers then collaborated with the other nursing students on their surgical rotations and presented the solutions. Two satisfaction questionnaires were distributed among the designers and participating students to assess how this approach aided in addressing the identified problems.Results: Using design thinking allowed students to be familiar with the management of the surgical department, how it operates, and the expectations of the training. The approach yielded numerous solutions, which the designers compiled into a guide for improving the clinical education experience for all nursing students. The satisfaction questionnaire results indicate that 76% of designers see potential in using this approach to overcome practical difficulties, and 52% believe it enhances the learning experience. However, the guide format received a satisfaction rate of 91% among end-users.Conclusions: The use of the “Design Thinking” process showed that the conceptual thinking framework helped the nursing students understand the difficulties they faced during the first contact with the field placement. Promoting design thinking among nursing students has become an essential tool to generate innovations, and address challenges by developing competencies in a professional environment.
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Maitra, Amrapali, Steven Lin, Tracy A. Rydel, and Erika Schillinger. "Balancing Forces: Medical Students’ Reflections on Professionalism Challenges and Professional Identity Formation." Family Medicine 53, no. 3 (March 4, 2021): 200–206. http://dx.doi.org/10.22454/fammed.2021.128713.
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Background and Objectives: Professionalism is essential in medical education, yet how it is embodied through medical students’ lived experiences remains elusive. Little research exists on how students perceive professionalism and the barriers they encounter. This study examines attitudes toward professionalism through students’ written reflections. Methods: Family medicine clerkship students at Stanford University School of Medicine answered the following prompt: “Log a patient encounter in which you experienced a professionalism challenge or improvement opportunity.” We collected and analyzed free-text responses for content and themes using a grounded theory approach. Results: One hundred responses from 106 students generated a total of 168 codes; 13 themes emerged across four domains: challenging patients, interpersonal interactions, self-awareness, and health care team dynamics. The three most frequently occurring themes were interacting with emotional patients, managing expectations in the encounter, and navigating the trainee role. Conclusions: Medical students view professionalism as a balance of forces. While many students conceived of professionalism in relation to patient encounters, they also described how professionalism manifests in inner qualities as well as in health systems. Interpersonal challenges related to communication and agenda-setting are predominant. Systems challenges include not being seen as the “real doctor” and being shaped by team behaviors through the hidden curriculum. Our findings highlight salient professionalism challenges and identity conflicts for medical students and suggest potential educational strategies such as intentional coaching and role-modeling by faculty. Overall, students’ reflections broaden our understanding of professional identity formation in medical training.
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Idos, Gregory E., Allison W. Kurian, Charité Ricker, Duveen Sturgeon, Julie O. Culver, Kerry E. Kingham, Rachel Koff, et al. "Multicenter Prospective Cohort Study of the Diagnostic Yield and Patient Experience of Multiplex Gene Panel Testing For Hereditary Cancer Risk." JCO Precision Oncology, no. 3 (December 2019): 1–12. http://dx.doi.org/10.1200/po.18.00217.
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Purpose Multiplex gene panel testing (MGPT) allows for the simultaneous analysis of germline cancer susceptibility genes. This study describes the diagnostic yield and patient experiences of MGPT in diverse populations. Patients and Methods This multicenter, prospective cohort study enrolled participants from three cancer genetics clinics—University of Southern California Norris Comprehensive Cancer Center, Los Angeles County and University of Southern California Medical Center, and Stanford Cancer Institute—who met testing guidelines or had a 2.5% or greater probability of a pathogenic variant (N = 2,000). All patients underwent 25- or 28-gene MGPT and results were compared with differential genetic diagnoses generated by pretest expert clinical assessment. Post-test surveys on distress, uncertainty, and positive experiences were administered at 3 months (69% response rate) and 1 year (57% response rate). Results Of 2,000 participants, 81% were female, 41% were Hispanic, 26% were Spanish speaking only, and 30% completed high school or less education. A total of 242 participants (12%) carried one or more pathogenic variant (positive), 689 (34%) carried one or more variant of uncertain significance (VUS), and 1,069 (53%) carried no pathogenic variants or VUS (negative). More than one third of pathogenic variants (34%) were not included in the differential diagnosis. After testing, few patients (4%) had prophylactic surgery, most (92%) never regretted testing, and most (80%) wanted to know all results, even those of uncertain significance. Positive patients were twice as likely as negative/VUS patients (83% v 41%; P < .001) to encourage their relatives to be tested. Conclusion In a racially/ethnically and socioeconomically diverse cohort, MGPT increased diagnostic yield. More than one third of identified pathogenic variants were not clinically anticipated. Patient regret and prophylactic surgery use were low, and patients appropriately encouraged relatives to be tested for clinically relevant results.
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Lutjens, Sheryl L. "Cuba’s Academic Advantage: Why Students in Cuba Do Better in School by Martin Carnoy, with, Amber K. Gove and Jeffery H. Marshall. Palo Alto, CA: Stanford University Press, 2007. 209 pp. $19.95 (paper). ISBN‐13 978‐0‐8047‐5597‐9." Comparative Education Review 53, no. 1 (February 2009): 147–49. http://dx.doi.org/10.1086/597316.
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Aliim Hidayat, Rosidah, and Zainnur Wijayanto. "PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS SOSIAL HUMANISTIK DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK SEKOLAH DASAR." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 5, no. 2 (December 29, 2021): 655–69. http://dx.doi.org/10.30738/tc.v5i2.11115.
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The purpose of this research and development research was (1) to produce a humanistic social-based learning model that was suitable for the mathematical communication skills of elementary school students and (2) to test its effectiveness. The type of research used was RnD with a 4-D development model developed by Thiagarajan. The research subjects on a small scale were 4 students of grade IV and on a wide scale were all students in grade IV of SD Taman Muda IP. The data analysis technique used descriptive qualitative and quantitative. Qualitative analysis technique was used to describe the stages of developing a humanistic social-based learning model in improving mathematical communication skills. Quantitative analysis techniques were utilized to test the validity, practicality, and effectiveness. Based on research data, validation tests from experts and practitioners, it can be concluded that the humanistic social-based learning model in improving the mathematical communication skills of elementary school students was valid, practical, and effective. After going through the validation stage, both experts and practitioners, the product developed was said to be valid (feasible and can be used). After being tested on a small scale and a large scale, the product developed was included in the practical and effective criteria. Thus, the developed model can be used as reference material in enriching the learning process in elementary schools so that it is hoped that student learning outcomes can alsobe enhanced Keywords: humanistic, communication, mathematics, social. References: Aloni, N. 2013. Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081. Ansari, B. I. 2012. Komunikasi Matematik dan Politik. Banda Aceh: Yayasan Pena. Annisa, W.N. 2014. “Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematik Melalui Pembelajaran Pendidikan Matematika Realistik Untuk Siswa SMP Negeri Di Kabupaten Garut”. Jurnal Pendidikan dan Keguruan Vol. 1 No. 1, artikel 8. Ärlebäck, J.B., & Doerr, H.M. 2017. Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence. ZDM - Mathematics Education, 50(1–2), 187–200. Bozkurt, G. 2017. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?, Journal of Education and Practice, 2017. Journal of Education and Practice, 8(3), 210–218. Cole, M. 1985. The Zone of Proximal Development: Where Culture and Cognition Create Each Other. In J.V. Wertsch (ed.), Culture, Communication and Cognition, p. 146-161. Cambridge: Cambridge Darminto, B. 2014. Penerapan Teori Maslow Pada Pembelajaran Matematika di SD. Jurnal Pendidikan, Volume 23, Nomor 1. 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