scholarly journals The Impact of Teaching Geometric Locus Problems in a Computer-Assisted Environment on the Metacognitive Awareness of Preservice Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 121-134
Author(s):  
Serdal Baltaci ◽  
Keyword(s):  
Preservice Teachers ◽  
Metacognitive Awareness ◽  
Computer Assisted ◽  
The Impact ◽  
Geometric Locus

Translating Principles of Speech Science to Clinical Practice: Current and Future Trends in Craniofacial Disorders

2008 ◽  
Vol 18 (1) ◽  
pp. 31-40 ◽  
Author(s):  
David J. Zajac
Keyword(s):  
Clinical Practice ◽  
Speech Intelligibility ◽  
Current Practice ◽  
Computer Assisted ◽  
Behavioral Management ◽  
Single Word ◽  
Future Directions ◽  
Speech Science ◽  
The Impact ◽  
Opinion Article

Abstract The purpose of this opinion article is to review the impact of the principles and technology of speech science on clinical practice in the area of craniofacial disorders. Current practice relative to (a) speech aerodynamic assessment, (b) computer-assisted single-word speech intelligibility testing, and (c) behavioral management of hypernasal resonance are reviewed. Future directions and/or refinement of each area are also identified. It is suggested that both challenging and rewarding times are in store for clinical researchers in craniofacial disorders.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

The Effect of Changes to Question Order on the Prevalence of ‘Sufficient’ Physical Activity in an Australian Population Survey

2013 ◽  
Vol 10 (3) ◽  
pp. 390-396
Author(s):  
Christine Hanley ◽  
Mitch J. Duncan ◽  
W. Kerry Mummery
Keyword(s):  
Physical Activity ◽  
Binary Logistic Regression ◽  
Total Activity ◽  
Order Effects ◽  
Computer Assisted ◽  
Moderate Activity ◽  
Question Order ◽  
Recreational Walking ◽  
Cati Survey ◽  
The Impact

Background:Population surveys are frequently used to assess prevalence, correlates and health benefits of physical activity. However, nonsampling errors, such as question order effects, in surveys may lead to imprecision in self reported physical activity. This study examined the impact of modified question order in a commonly used physical activity questionnaire on the prevalence of sufficient physical activity.Methods:Data were obtained from a telephone survey of adults living in Queensland, Australia. A total of 1243 adults participated in the computer-assisted telephone interview (CATI) survey conducted in July 2008 which included the Active Australia Questionnaire (AAQ) presented in traditional or modified order. Binary logistic regression analyses was used to examine relationships between question order and physical activity outcomes.Results:Significant relationships were found between question order and sufficient activity, recreational walking, moderate activity, vigorous activity, and total activity. Respondents who received the AAQ in modified order were more likely to be categorized as sufficiently active (OR = 1.28, 95% CI 1.01−1.60).Conclusions:This study highlights the importance of question order on estimates of self reported physical activity. This study has shown that changes in question order can lead to an increase in the proportion of participants classified as sufficiently active.

scholarly journals Investigating the Impact of the Bit Depth of Fluorescence-Stained Images on the Performance of Deep Learning-Based Nuclei Instance Segmentation

Diagnostics ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 967
Author(s):  
Amirreza Mahbod ◽  
Gerald Schaefer ◽  
Christine Löw ◽  
Georg Dorffner ◽  
Rupert Ecker ◽  
...  
Keyword(s):  
Deep Learning ◽  
State Of The Art ◽  
Computer Assisted ◽  
Important Criterion ◽  
Histological Image ◽  
Computer Mediated ◽  
Image Patches ◽  
Processing Techniques ◽  
The Impact ◽  
Instance Segmentation

Nuclei instance segmentation can be considered as a key point in the computer-mediated analysis of histological fluorescence-stained (FS) images. Many computer-assisted approaches have been proposed for this task, and among them, supervised deep learning (DL) methods deliver the best performances. An important criterion that can affect the DL-based nuclei instance segmentation performance of FS images is the utilised image bit depth, but to our knowledge, no study has been conducted so far to investigate this impact. In this work, we released a fully annotated FS histological image dataset of nuclei at different image magnifications and from five different mouse organs. Moreover, by different pre-processing techniques and using one of the state-of-the-art DL-based methods, we investigated the impact of image bit depth (i.e., eight bits vs. sixteen bits) on the nuclei instance segmentation performance. The results obtained from our dataset and another publicly available dataset showed very competitive nuclei instance segmentation performances for the models trained with 8 bit and 16 bit images. This suggested that processing 8 bit images is sufficient for nuclei instance segmentation of FS images in most cases. The dataset including the raw image patches, as well as the corresponding segmentation masks is publicly available in the published GitHub repository.

The impact of external feedback on computer-assisted learning for surgical technical skill training

2000 ◽  
Vol 179 (4) ◽  
pp. 341-343 ◽  
Author(s):  
David A Rogers ◽  
Glenn Regehr ◽  
Thomas R Howdieshell ◽  
Karen A Yeh ◽  
Ellen Palm
Keyword(s):  
Skill Training ◽  
Technical Skill ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
External Feedback ◽  
Surgical Technical ◽  
The Impact
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