scholarly journals Incorporating Spirituality in the Classroom

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Matthew A. Hiatt ◽  
Jeffrey S. Reber ◽  
Alan L. Wilkins ◽  
Jillian Ferrell
Keyword(s):  
Experimental Design ◽  
Student Perceptions ◽  
Statistical Tests ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Experimental Conditions ◽  
Self Disclosure ◽  
Pedagogical Training ◽  
Quasi Experimental ◽  
Faith And Learning

This study tested the extent to which professors could be trained to help enhance students’ experiences of spirituality in their classes. Three areas of focus that may be important to incorporating spirituality into the classroom were identified in the integration of faith and learning literature: 1) Professor Self-Disclosure, 2) Intellectual Connections, and 3) Interpersonal Connections. In a quasi-experimental design, two professors were trained to incorporate these focus areas into four experimental conditions. A sample of 203 student participants attended different teaching conditions and rated their perception of the teaching quality. Statistical tests revealed that professor ratings on General Teaching Skills and Spirituality greatly improved after training; however, ratings also depended on the professor. Results indicated that applying such a pedagogical training can be a useful tool in educating faculty to successfully incorporate spirituality in the classroom and improve student perceptions of their general teaching skills.

scholarly journals Incorporating Spirituality in the Classroom

2021 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
Experimental Design ◽  
Student Perceptions ◽  
Statistical Tests ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Experimental Conditions ◽  
Self Disclosure ◽  
Pedagogical Training ◽  
Quasi Experimental ◽  
Faith And Learning

This study tested the extent to which professors could be trained to help enhance students’ experiences of spirituality in their classes. Three areas of focus that may be important to incorporating spirituality into the classroom were identified in the integration of faith and learning literature: 1) Professor Self-Disclosure, 2) Intellectual Connections, and 3) Interpersonal Connections. In a quasi-experimental design, two professors were trained to incorporate these focus areas into four experimental conditions. A sample of 203 student participants attended different teaching conditions and rated their perception of the teaching quality. Statistical tests revealed that professor ratings on General Teaching Skills and Spirituality greatly improved after training; however, ratings also depended on the professor. Results indicated that applying such a pedagogical training can be a useful tool in educating faculty to successfully incorporate spirituality in the classroom and improve student perceptions of their general teaching skills.

scholarly journals Enhancing the Teaching Environment: 3-Year Follow-Up of a Resident-Led Residents-as-Teachers Program

2021 ◽  
Vol 13 (4) ◽  
pp. 569-575
Author(s):  
Bani M. Ratan ◽  
Grace J. Johnson ◽  
Amanda C. Williams ◽  
Jocelyn T. Greely ◽  
Charlie C. Kilpatrick
Keyword(s):  
Student Perceptions ◽  
Teaching Quality ◽  
Likert Scale ◽  
Steering Committee ◽  
Added Value ◽  
Teaching Skills ◽  
Resident Participation ◽  
Resident Teaching ◽  
Journal Clubs ◽  
Residents As Teachers

ABSTRACT Background Previous faculty-driven residents-as-teachers (RAT) models have had limited efficacy and sustainability. Objective To evaluate the acceptability and effects of a resident-led RAT program on resident teaching. Methods In October 2016, obstetrics and gynecology (OB/GYN) residents at a large academic institution implemented a resident-led RAT program, consisting of a steering committee of peer-selected residents with 2 faculty mentors who planned education-focused resident didactics and journal clubs, organized resident involvement in clerkship activities, and recognized residents who excelled in teaching as Distinguished Educators (DEs). From July 2016 through June 2019, using the Kirkpatrick Model, we evaluated the program with annual resident surveys assessing self-perception of 13 teaching skills (5-point Likert scale) and value of RAT program, institutional end-of-clerkship student evaluations of resident teaching, and resident participation in DE award. Results Annual resident survey response rates ranged from 63% to 88%. Residents' self-reported teaching skills improved significantly in 11 of 13 domains from 2016 to 2018 (improvements ranging from 0.87–1.42; 5-point Likert scale; P < .05). Of the 2018 respondents, 80% agreed that the resident-led RAT program added value to the residency. For 2017–2018 and 2018–2019 academic years, 47% and 48% of medical students (100% response rate) strongly agreed that residents provided effective teaching compared to 30% in 2016–2017 (P < .05). Ten residents have graduated as DEs during this time period. Conclusions A resident-led RAT program increased residents' self-reported teaching skills, improved medical student perceptions of teaching quality, and was sustainable and acceptable over a 3-year period.

“Boy’s Club:” Examining sexist humor on types of sexism and femininity ideology using two research approaches

2018 ◽  
Vol 31 (1) ◽  
pp. 129-150 ◽  
Author(s):  
Chrysalis L. Wright ◽  
Taylor DeFrancesco ◽  
Carissa Hamilton ◽  
Natasha Vashist
Keyword(s):  
Content Analysis ◽  
Experimental Design ◽  
Female College Students ◽  
Future Research ◽  
Experimental Conditions ◽  
Correlational Design ◽  
Correlational Approach ◽  
Initial Hypothesis ◽  
Quasi Experimental ◽  
Sexist Humor

AbstractThe current study examined sexist humor and participants’ level of sexism and femininity ideology using two research approaches: (1) a quasi-experimental design in which participants were primed with sexist humor and (2) a correlational approach using content analysis to estimate exposure to sexist humor in media. It was hypothesized that exposure to sexist humor would influence viewer’s sexist views and femininity ideology. It was also hypothesized that the quasi-experimental design would yield confirmatory results of our initial hypothesis while the correlational design would not. Participants included 1,559 male and female college students who were randomly assigned to three experimental conditions (viewed sexist humor, viewed non-sexist humor, viewed no videos) and then answered questions related to sexism and femininity ideology followed by general demographic items and media viewing preferences. Results confirmed that the quasi-experimental design, in comparison to the correlational design, yielded more confirmatory results in that those exposed to sexist humor had higher scores on all outcome measures examined. Limitations of priming and content analysis are discussed as well as directions for future research.

scholarly journals PENERAPAN TERAPI SELF-DISCLOUSURE PADA REMAJA YANG MENGALAMI STRES

2021 ◽  
Vol 9 (1) ◽  
pp. 11-16
Author(s):  
Sutri Yani ◽  
Iin Nilawati
Keyword(s):  
Stress Level ◽  
Statistical Tests ◽  
Alternative Therapy ◽  
P Value ◽  
Mean Stress ◽  
Self Disclosure ◽  
Stress Levels ◽  
Quasi Experimental ◽  
The Mean ◽  
Reducing Stress

Self-disclosure therapy is stress therapy through self-disclosure, which is the activity of sharing familiar feelings with others through telling stories, communicating deeply, and allowing themselves to be known by others. The ability to express oneself, such as feelings and thoughts, to others is recognized as important. This study aims to determine the effect of self-disclosure therapy on adolescents who experience stress on reducing stress levels. This study used a quasi experimental design. The sample in this study were teenagers, amounting to 29 respondents. In this study, respondents were given a pre-test before being given self-disclosure therapy. Then the respondent is given self-disclosure therapy. After being given therapy, the respondent is given a post test, then the stress level is measured. The results showed that there was an effect of self disclosure on adolescents who experienced stress. This can be seen from the mean stress level before self-disclosure therapy, the mean stress level (24.31) and after the self-disclosure therapy, the mean stress level (16.34). The results of statistical tests using the Man-Wilney test showed that the P value = 0.000, which means that there is a significant effect of providing self-disclosure therapy on reducing stress levels in adolescents who experience stress. It is hoped that self-disclosure therapy can be used as an alternative therapy to reduce stress levels in adolescents. Keywords: Self Disclousure; Stress; Adolescencts

scholarly journals Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms

2019 ◽  
Vol 13 (1) ◽  
pp. 11-22
Author(s):  
Emily Dane-Staples
Keyword(s):  
Experimental Design ◽  
Active Learning ◽  
Student Perceptions ◽  
Task Complexity ◽  
Physical Space ◽  
Sport Sociology ◽  
Learning Tasks ◽  
Quasi Experimental ◽  
Learning Research ◽  
And Gender

Active-learning research has explored 2 distinct areas: pedagogy and physical space. As existing research has most often explored only 1 area per study and few have been done in the area of sport sociology, additional research is needed. This research combined both areas of active learning through a quasi-experimental design. Using 2 different classes, Sport and Society and Gender and Sport, students were exposed to an unchanging physical space or manipulated physical space, as well as active-learning tasks of varying complexity. No differences in student perceptions of engagement or learning were found when comparing space variations; however, task complexity did lead to significant differences in student perceptions of engagement and learning.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

Causation and Quasi-Experimental Design

1980 ◽  
Vol 25 (10) ◽  
pp. 772-775 ◽  
Author(s):  
GENE V. GLASS ◽  
J. WILLIAM ASHER
Keyword(s):  
Experimental Design ◽  
Quasi Experimental

Playful activities in the learning of geometric notions in children of initial, Callao

2019 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Carla Marilia Ayala Valladares ◽  
Juana Maria Cruz Montero ◽  
Angel Saldarriaga Melgar
Keyword(s):  
Experimental Design ◽  
Favorable Effect ◽  
Measuring Instruments ◽  
Geometric Shapes ◽  
Geometric Figures ◽  
Quasi Experimental ◽  
Probabilistic Sample

The main purpose of the research was to determine the effects of the program of ludic activities for the learning of geometry in children of five years in all their dimensions orientation and location, geometric shapes and measurement, through its components: location in space, identify locations and positions of objects, identify and characterize geometric figures and communicate the qualities of these, likewise identify, classify magnitudes and use various measuring instruments. The type of research was applied, with a quasi-experimental design, the population was constituted by 103 children, and a non-probabilistic sample was used for convenience with a sample of 51 children, divided into two control and experimental groups. The geometry instrument was used to collect information. The favorable effect of the program of playful activities in the learning of geometric notions in children of initial - Callao, 2018 was determined.

PROGRAM BIMBINGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 17 (1) ◽  
pp. 55
Author(s):  
Ismaniar Ismaniar Ismaniar
Keyword(s):  
Experimental Design ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Research Approach ◽  
Purposive Sampling ◽  
Guidance Program ◽  
Quasi Experimental ◽  
11Th Grade

The present study is aimed at developing effective guidance program for increasing student’s learning motivation. The present study applies quantitative research approach with nonequivalent pre-posttest control group quasi-experimental design, and nonrandom-purposive sampling technique. The data were collected using inventory, interview, and documentary study. The study comes up with the main finding that the tested guidance program is proven to be effective for increasing learning motivation students of 11th grade at SMA Kartika XIX-2 Bandung.

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