Outcomes from a Baccalaureate Program's Writing Improvement Initiative

2007 ◽  
Vol 13 (1) ◽  
pp. 67-80 ◽  
Author(s):  
Betsy Vourlekis ◽  
Diane M. Harnek Hall
Keyword(s):  
Repeated Measures ◽  
Outcome Data ◽  
Teaching Writing ◽  
Student Writing ◽  
Writing Assignments ◽  
Intensive Courses ◽  
Writing Improvement ◽  
Repeated Measures Analysis ◽  
Quasi Experimental ◽  
Writing Intensive Courses

Using a writing-in-the-discipline approach, our department explored teaching writing through faculty development and evaluated the results achieved after designating writing-intensive courses in the major. A pre- and posttest quasi-experimental evaluation design examined the effect of the department's writing-intensive methods classes on a cohort of majors, and the effect of an additional instructional intervention. Trained faculty assessed student writing from required writing assignments. Sixty-one students (62 percent of the cohort) comprised the study sample. Paired t-tests revealed the cohort's improved writing over time in four of six criteria. Repeated measures analysis revealed no main effect for the additional intervention. The initiative introduced ideas and techniques that promote confidence and enthusiasm for teaching writing as a product of critical thinking. It also provided outcome data for a key component of the educational endeavor.

scholarly journals Use of “Comment Bubbles” in a Writing-intensive, Social and Economic Justice Course

2020 ◽  
Vol 19 (2) ◽  
pp. 463-477
Author(s):  
Ninive Sanchez ◽  
Megan Corbin ◽  
Alexander Norka
Keyword(s):  
Economic Justice ◽  
Teaching Writing ◽  
Student Writing ◽  
Career Interests ◽  
Journal Articles ◽  
Intensive Courses ◽  
Self Reflection ◽  
Microsoft Word ◽  
Personal Experiences ◽  
Writing Intensive Courses

A central question among instructors teaching writing-intensive courses is how to best respond to student writing. This study posits that the margin of the essay should not be reserved for instructor feedback only, and that allowing students to comment on their writing choices in this space has pedagogical aims. This study examined the use of “comment bubbles” to engage students in thinking about their writing choices in argumentative writing in an undergraduate social and economic justice course. Comment bubbles are comments and questions students inserted in the margin of their essays using the comment function in Microsoft Word. The margin of student essays was framed as a safe writing environment to encourage student self-expression beyond that already expressed in the essay. A thematic analysis of student comment bubbles found that students used the comment bubbles to react to research they read in journal articles, elaborate on their writing choices, share their personal experiences, and reflect on their future career interests. Allowing students to comment on their writing choices in this space facilitates student self-expression, self-reflection, and critical thinking.

scholarly journals Dynamic written corrective feedback: A Tool to improve multilingual student writing

2016 ◽  
Vol 8 ◽  
Author(s):  
Laurie Miller ◽  
Anna Sophia Habib ◽  
Paul Michiels
Keyword(s):  
Graduate Program ◽  
Corrective Feedback ◽  
Student Writing ◽  
Writing Classes ◽  
Writing Assignments ◽  
Intensive Courses ◽  
Multilingual Students ◽  
Grammar Correction ◽  
Written Corrective Feedback ◽  
Writing Intensive Courses

With Mason’s increasing population of multilingual students, faculty in writing intensive courses at the undergraduate and graduate level are often looking for innovative, efficient approaches to providing feedback on student writing.This session will provide an overview of dynamic written corrective feedback (Hartshorn et. al, 2010; Ferris,1999), a strategy that allows faculty to look past errors in accuracy by prioritizing attention to student efforts towards complexity. We use this model in English composition classes to help multilingual students become more reflective, self-reliant writers in terms of their idea development, critical analysis and language accuracy. During the session composition and language faculty from INTO-Mason’s undergraduate and graduate program will explain the research behind the technique, provide examples of this feedback approach and engage participants in a discussion of its potential use in their classes.  This method can be used to support all students across a variety of disciplines that require writing assignments. References:Ferris, D. (1999). The case of grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109. 

Efektivitas Comprehensive Breastfeeding Education terhadap Keberhasilan Pemberian Air Susu Ibu Postpartum

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Irma Nurbaeti ◽  
Kustati Budi Lestari
Keyword(s):  
Repeated Measures ◽  
Breastfeeding Support ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Repeated Measures Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Convenience Sampling ◽  
Postpartum Mothers

Pemberian Air Susu Ibu (ASI) masih merupakan masalah bagi pemenuhan kebutuhan nutrisi bayi baru lahir. Dukungan agar ibu menyusui bayi merupakan hal penting dalam menginisiasi dan mempertahankan pemberian ASI. Strategi dibutuhkan untuk mendukung keberhasilan menyusui. Tujuan penelitian adalah menganalisis efektivitas comprehensive breastfeeding education terhadap keberhasilan pemberian (ASI) pada periode postpartum. Jenis penelitian ini menggunakan kuasi eksperimen one group pre post test repeated measured design. Jumlah sampel sebanyak 22 ibu dengan menggunakan teknik accidental sampling. Pengumpulan data dilaksanakan pada bulan September–Oktober 2013 di Puskesmas wilayah Kota Tangerang Selatan. Intervensi dilakukan selama 30 menit. Pengumpulan data dilakukan sebelum intervensi, 3 hari setelah intervensi (post1), dan 10 hari setelah intervensi (post 2). Pengumpulan data menggunakan kuesioner dan observasi. Keberhasilan pemberian ASI berdasar pada parameter pengetahuan, langkah menyusui, perlekatan bayi, dan kecukupan ASI. Analisis data menggunakan general linear model repeated measureANOVA. Hasil penelitian menunjukkan adanya signifikansi comprehensive breastfeeding education (p=0.001). Rata-rata keberhasilan pemberian ASI sebelum dan setelah intervensi meningkat. Sebesar 93,9% intervensi memengaruhi tingkat keberhasilan. Rata-rata sebelum intervensi 56,74 (SD 5,92), post 1 sebesar 60,83 (SD 6,38) dan post2 sebesar 74,55 (SD 5,32). Subvariabel yang memiliki efek secara signifikan setelah intervensi adalah pengetahuan (p=0.001) dan langkah menyusui (p=0.001), sedangkan subvariabel perlekatan bayi (p=0.061) dan kecukupan ASI (p=0.162) tidak secara signifikan berbeda antara sebelum dan setelah intervensi. Pelaksanaanbreastfeeding education disarankan pada ibu agar dapat melakukan posisi perlekatan bayi yang benar sehingga dapat mengurangi masalah-masalah berkaitan dengan perlekatan yang tidak sesuai seperti puting perih, lecet atau berdarah, dan bayi kurang puas dalam menyusu yang bisa mengakibatkan gagalnya program ASI ekslusif.Kata kunci:Menyusui, pendidikan, perlekatan, postpartum AbstractBreastfeeding have still been problem for adequate newborn nutrition. Adequate breastfeeding support is essential for mothers to initiate and maintain optimal breastfeeding practices. A strategic needed to support successful breastfeeding. The purpose of research is to analyze the effectiveness comprehensive breastfeeding education on successful breastfeeding at postpartum periods. A quasi-experimental one group pretest, post test, repeated mesaured was used. This study was conducted at public health in Tangerang Selatan municipality in September–October 2013 among 22 postpartum mothers, convenience sampling methods. Intervention was done 30 minute. Data were collected before intervention (pretest), third day after intervention (post 1) and tenth day after intervention (repeated/post 2) using four parameter, that are knowledge, breastfeeding steps, proper lacth-on and adequate breastmilk. Using repeated measures analysis of variance there was a significant increase (p=0.001) in the overall Successful breastfeeding mean. Around 93,9% the effectiveness of intervention influence on successful. The mean before intervention is 56,74 (SD 5,92), increased at post 1:60,83 (SD 6,38) and post 2:74,55 (SD 5,32). Subvariable which has effect significantly after intervention is knowledge (p=0.001) and breastfeeding steps (p=0.001), in contrary, proper latch-on (p=0,061) and adequate breastmilk (p=0.162) have no significant effect after intervention. Suggestion to support breastfeeding education and counselling proper latch-on adequately that can decrease the problem such as painful, creaks or bloody putting.Key words: Breastfeeding, education, latch-on, postpartum

A Quasi-Experimental Study of Trauma-Informed Psychiatric Residential Treatment for Children and Adolescents

2015 ◽  
Vol 27 (3) ◽  
pp. 273-282 ◽  
Author(s):  
Shamra Marie Boel-Studt
Keyword(s):  
Residential Treatment ◽  
Functional Impairment ◽  
Repeated Measures ◽  
Average Length ◽  
Physical Restraints ◽  
Repeated Measures Analysis ◽  
Quasi Experimental ◽  
Trauma Informed ◽  
Case Files ◽  
Placement Type

Purpose: The purpose of this study was to examine the effectiveness of a trauma-informed approach that was adapted for psychiatric residential treatment (PRT) for children aged 5–17. Methods: Data were extracted from case files of 100 youths who received traditional PRT and 105 youths who received trauma-informed PRT (TI-PRT). Outcome measures included change in functional impairment, physical restraints and locked seclusion room incidents, length of time in care, and discharge placement type. Results: Results of a repeated measures analysis of variance demonstrated that youth who received TI-PRT experienced greater improvements in functional impairment. Results of a zero-inflated Poisson showed that youth in TI-PRT had fewer seclusion room incidents. Finally, the average length of time in care was significantly shorter for the TI-PRT group. Discussion: The results support trauma-informed PRT as a promising approach for helping youth achieve greater stability in functioning and for addressing issues of long-standing concern in residential care settings.

scholarly journals Pengaruh latihan mandiri dalam rangka pembatasan kegiatan masyarakat: Study kasus atlet pencak silat Kabupaten Karawang

2021 ◽  
Vol 9 (2) ◽  
pp. 290-298
Author(s):  
Rian Tri Prayogo ◽  
Sendy Mohamad Anugrah ◽  
Ardhika Falaahudin ◽  
Dody Tri Iwandana ◽  
Rifqi Festiawan
Keyword(s):  
Physical Activity ◽  
Uric Acid ◽  
Repeated Measures ◽  
Repeated Measure ◽  
Sports Activity ◽  
Repeated Measures Analysis ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Measure Analysis ◽  
Repeated Measure Analysis

Pembatasan kegiatan masyarakat akibat penyebaran virus covid-19 telah mengubah olahraga di Indonesia sehingga memaksa para atlet untuk melakukan latihan mandiri di tempat tinggalnya masing-masing dengan program latihan yang dibuat oleh para pelatihnya. Tujuan penelitian ini adalah membandingkan kapasitas aerobik, aspek kelincahan, dan daya tahan otot lokal atlet pencak silat sebelum dan sesudah masa latihan mandiri. Metode penelitian yang digunakan adalah deskritptif dengan melibatkan 12 atlet pencak silat putra kategori tanding Kabupaten Karawang. Hasil penelitian menunjukan bahwa terjadi penurunan signifikan pada kapasitas aerobik (p= 0.025) dan performa kelincahan (0.042) namun pada daya tahan otot lokal tidak terdapat perbedaan. Kesimpulan penelitian ini adalah terjadi penurunan pada kapasitas aerobik dan aspek kelincahan pada atlet pencak silat Kabupaten Karawang setelah masa latihan di tempat tinggalnya masing-masing akibat dari pemberlakukan pembatasan kegiatan masyarakat (PPKM), namun pada komponen daya tahan otot-otot lokal tidak terdapat perubahan.The sports activity of badminton and responses to changes in blood uric acid at productive age AbstractThis study aims to determine whether there was a response to changes in uric acid levels due to the physical activity of badminton. The design of this study is a quasi-experimental. The sample used in this study was eight respondents with certain criteria. Treat physical activity twice on different days with 4 measurements of uric acid levels. The method of this study is repeated measure analysis. When subjects are measured repeatedly, requiring fewer subjects per experiment, then repeated measures analysis can be used. The results showed that the treatment of badminton had a significant effect on changes in uric acid levels with a probability value of 0,038. These results were obtained by using the Greenhouse-Geisser test where the assumptions of normality and homogeneity were satisfied. From the marginal test results using pairwise comparisons, there was a significant difference in the average uric acid levels at 15 minutes after exercise and 9 hours the following day, where there was a decrease of 1.169 mg/dl. Badminton can reduce uric acid levels, which is indicated by a decrease of 0.15 mg/dl at 09.00 the next day compared to before exercise. Marginally, this decrease is not statistically significant, but regular badminton can be an option for physical activity for those who want to reduce uric acid levels.

scholarly journals Comparison of Effectiveness of the Mindfulness-Based Cognitive Therapy and the Metacognition Treatment on Anxiety, Depression and Stress Among Breast Cancer Patients

2018 ◽  
Vol 5 (2) ◽  
pp. 62-66
Author(s):  
Tahereh Haji Seyed Javadi ◽  
Fakhri Tajikzadeh ◽  
Hossein Bayat ◽  
Nasim Eshraghi ◽  
Zahra Roshandel ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Cognitive Therapy ◽  
Repeated Measures ◽  
Control Group ◽  
Breast Cancer Patients ◽  
Repeated Measures Analysis ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Comparison Of Effectiveness ◽  
Anxiety Depression

Background: The present study aimed to compare the effectiveness the metacognition treatment (MCT) and mindfulness-based cognitive therapy (MBCT) on anxiety, depression, and stress in the females with breast cancer. Methods: The planning of this study is through a quasi-experimental method of pretest and posttest type with control group. The target society of the research included every cancer patient who admitted to Tehran hospitals for breast cancer. Through assigned randomly, 12 patients were selected for the MCT group and 12 patients for the MBCT group, and the other were assigned control group. The data collection tools included depression, anxiety and stress scale - 21 items (DASS-21) questionnaire. For statistical analysis, descriptive tests and repeated measures analysis of variance were performed. Results: Data analysis with repeated multivariate measurements illustrated that there is a significant difference in the rate of depression, anxiety and stress, in three groups. Conclusion: According to our results, MBCT was more effective compared to metacognitive therapy.

Preoperative ICU tours: are they helpful?

1997 ◽  
Vol 6 (2) ◽  
pp. 106-115 ◽  
Author(s):  
D Lynn-McHale ◽  
A Corsetti ◽  
E Brady-Avis ◽  
R Shaffer ◽  
J McGrory ◽  
...  
Keyword(s):  
Cardiac Surgery ◽  
Repeated Measures ◽  
Family Members ◽  
Control Group ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Quasi Experimental ◽  
Two Measures ◽  
Anxiety Levels ◽  
Experimental Group

BACKGROUND: Although preoperative education decreases the anxiety of patients and family members, the usefulness of a preoperative tour of the ICU has not been studied. In this study, the effect of an ICU tour on the anxiety levels of patients (n = 92) and family members (n = 91) before and after cardiac surgery was examined. METHODS: Using a pretest-posttest quasi-experimental design, patients and family members were assigned to a control group, which received preoperative teaching only (patients, n = 48; family members, n = 48), or to an experimental group, which received preoperative teaching with an ICU tour (patients, n = 44; family members, n = 43). Patients and family members completed two measures of anxiety, the State Trait Anxiety Inventory and a visual analog scale, before and after the intervention. After their first postoperative visit, family members completed the measures again. Repeated measures analysis of variance was used to compare anxiety levels after the intervention. In addition, patients completed the Patient Perception of the ICU Tour Questionnaire after transfer from the ICU. RESULTS: Although patients and family members had a decrease in anxiety after cardia surgery teaching, the decrease was not due to an ICU tour. However, the majority of patients who toured the ICU perceived the tour as beneficial and recommended a tour for future patients. CONCLUSIONS: ICU tours are included in many cardiac surgery educational programs. The majority of patients in this study perceived a benefit or a future benefit from an ICU tour, even though the tour did not significantly reduce the anxiety of the patients or family members.

scholarly journals Effect of wheelchair design on wheeled mobility and propulsion efficiency in less-resourced settings

2017 ◽  
Vol 6 ◽  
Author(s):  
Christopher J. Stanfill ◽  
Jody L. Jensen
Keyword(s):  
Rural Areas ◽  
Repeated Measures ◽  
Performance Test ◽  
Mobility Data ◽  
Mobility Assessment ◽  
Repeated Measures Analysis ◽  
Rural Settings ◽  
Post Test ◽  
Quasi Experimental ◽  
Wheeled Mobility

Background: Wheelchair research includes both qualitative and quantitative approaches, primarily focuses on functionality and skill performance and is often limited to short testing periods. This is the first study to use the combination of a performance test (i.e. wheelchair propulsion test) and a multiple-day mobility assessment to evaluate wheelchair designs in rural areas of a developing country.Objectives: Test the feasibility of using wheel-mounted accelerometers to document bouts of wheeled mobility data in rural settings and use these data to compare how patients respond to different wheelchair designs.Methods: A quasi-experimental, pre- and post-test design was used to test the differences between locally manufactured wheelchairs (push rim and tricycle) and an imported intervention product (dual-lever propulsion wheelchair). A one-way repeated measures analysis of variance was used to interpret propulsion and wheeled mobility data.Results: There were no statistical differences in bouts of mobility between the locally manufactured and intervention product, which was explained by high amounts of variability within the data. With regard to the propulsion test, push rim users were significantly more efficient when using the intervention product compared with tricycle users.Conclusion: Use of wheel-mounted accelerometers as a means to test user mobility proved to be a feasible methodology in rural settings. Variability in wheeled mobility data could be decreased with longer acclimatisation periods. The data suggest that push rim users experience an easier transition to a dual-lever propulsion system.

Creating and Teaching Writing-Intensive Courses

1999 ◽  
Vol 27 (4) ◽  
pp. 310 ◽  
Author(s):  
Liz Grauerholz
Keyword(s):  
Teaching Writing ◽  
Intensive Courses ◽  
Writing Intensive Courses

The effect of Sports-based Physical Activity programme on teachers’ relatedness, stress and exercise motivation

2020 ◽  
Vol 79 (6) ◽  
pp. 658-670 ◽  
Author(s):  
Gi-cheol Kim ◽  
Rachel Gurvitch
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
School Principal ◽  
Exercise Motivation ◽  
Physical Activity Programme ◽  
Teacher Wellness ◽  
Repeated Measures Analysis ◽  
Quasi Experimental ◽  
The Impact

Background: Teacher wellness affects teaching performance and students’ academic achievement; hence, teacher wellness matters and should be a concern to educational researchers and practitioners. There are several teacher wellness approaches, but no one of them specifically focuses on a Sports-based Physical Activity programme. Objective: To evaluate the effects of a Sports-based Physical Activity programme on teachers’ relatedness, stress and motivation towards physical activity. Method: Middle school teachers ( n = 32) volunteered to participate in the research as programme participants ( n = 12) or non-programme participants ( n = 20). The Sports-based Physical Activity programme included 7 weeks of training in Catchball, a team sport and a tournament as the culminating event. The study adopted a mixed-methods design: a quasi-experimental design collecting quantitative data from online surveys and a case study design collecting qualitative data from interviews with the programme participants, non-participants and the school principal. Results: Repeated-measures analysis of variance revealed that the Sports-based Physical Activity programme was effective in relatedness, F(1, 30) = 5.16, p = .031, [Formula: see text] = .147, and in one of the six motivation subscales, external regulation, F(1, 30) = 4.23, p = .048, [Formula: see text] = .124. The qualitative analysis findings supported the programme’s contribution to teachers’ relationship, stress and exercise motivation. Conclusion: Overall, the programme was effective in promoting teachers’ relationships in school, controlling levels of teachers’ stress and fostering teachers’ motivation towards physical activity. Further studies are required to examine the impact of a Sports-based Physical Activity approach in diverse school contexts and its impact on student learning.

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