Progress in Education

TITLE
......Page 5
CONTENTS......Page 7
PREFACE......Page 9
1. Introduction......Page 17
2. Textbooks’ VRep......Page 20
Case Study 1: VRep of Internet in School Textbooks......Page 21
Case Study 2: The Textbook of Economics......Page 28
3. Students’ Experiences with VRep......Page 32
Case Study 1: Students and VRep of Mathematics Textbooks......Page 33
Case Study 2: Students and VRep of Informatics Textbooks......Page 38
Case Study 3: Students and VRep of Chemistry Textbooks......Page 42
4. Visual Representations and Research on Students’ Thinking......Page 46
5. Student-Teachers and VRep......Page 53
6. Concluding Thoughts......Page 58
References......Page 59
Abstract......Page 65
Theoretical Framework......Page 66
Methodology......Page 68
Results and Discussion......Page 70
Conclusion......Page 86
References......Page 87
Abstract......Page 91
1. Introduction......Page 92
2.1. Education Gini Coefficient and Its Calculation......Page 93
2.2. Estimation of Population with Different Educational Background:1978-2004......Page 95
2.3. Estimation of EGC and Its Empirical Analysis: 1978-2004......Page 98
3.1. TFP: A Measurement for the Quality of Economic Growth......Page 100
3.2. TFP Estimation of China: 1978-2004......Page 101
3.3. Empirical Analysis on TFP of China during 1978-2004......Page 102
4. Empirical Analysis on the Relationship between the EducationEquity and the Quality of Economic Growth......Page 103
5. Discussion on the Link between Education Equity and Qualityof Economic Growt......Page 106
6. Conclusion and Policy Suggestions......Page 108
References......Page 111
Introduction......Page 115
What Does It Mean “Character”?......Page 117
Theoretical Background......Page 118
Structural Developmental Theory......Page 119
Social Learning Theory......Page 120
Just Community / Democracy and Education in School......Page 121
Teaching Personal and Social Responsibility......Page 122
Assessment of Moral Functioning......Page 125
Moral Judgment Test......Page 126
DIT and DIT-2......Page 127
Physical Education and Moral Development......Page 128
References......Page 129
Introduction......Page 135
The Context of SDM, Informed Decision Making (IDM) and InformedConsent......Page 137
Shared Decision Making in Clinical Practice – the Patient’s Perspective......Page 139
Shared Decision Making in Clinical Practice – the Clinician’s Perspec......Page 141
Decision Support......Page 142
Facilitating Patient Participation......Page 143
Implementing Patient Decision Aids......Page 145
Implications for the Future......Page 146
Reference......Page 147
Introduction......Page 155
Questioning in the Science Classroom......Page 157
PBL and the Role of Scenarios......Page 158
Questioning from Scenarios......Page 159
Data Collection Instruments......Page 160
Data Analysis......Page 161
Students’ Produced Questions Versus Teachers’ Anticipated Questions......Page 162
Questions Formulated Under Diverse Social Conditions......Page 167
Conclusions and Implications......Page 169
References......Page 170
Abstract......Page 175
Case Study: A Prime Opportunity for Professional Growth......Page 176
The Law Metes the Classroom: IDEA 1997, IDEA 2005, ESEA 2002......Page 177
The Burden of Goodness of Fit......Page 178
Positive Behavior Supports Offer Useful Solution for General Educators......Page 179
Practicing Inclusion Requires Preparation......Page 180
Cultural Shift: The Impact of Punishers to Change Students’ Behaviors inthe Current Educational Climate......Page 181
Convergence of Major Laws Yielding Increased Challenges for Managingthe Classroom......Page 183
Inter-observer Agreement......Page 184
Experimental Control......Page 186
Pre-service Teacher Behavior......Page 187
Student Behavior......Page 188
Discussion......Page 189
Implications for Teacher Preparation......Page 190
References......Page 191
TEACHER USE OF POSITIVE BEHAVIOR SUPPORT OBSERVATIONAL  DATA 
SHEET......Page 193
Abstract......Page 195
I. Anthropology of Education: Concept and Its Development......Page 196
II. The Development of Anthropology of Education in China......Page 197
1. Concept Definition, Subject Character and the Discussion on“Anthropology of Education” and “Ethnic Education”......Page 199
2. Localized Research on Anthropology of Education......Page 200
1. Introduction of Educational Ethnography Methods and Research Progressof Localization......Page 201
2. Multi-cultural Education Theory and Its Research......Page 202
4. Research on Cultural Transmission and Bilingual Education inMultinational State......Page 203
IV. Conclusion......Page 205
References......Page 206
Abstract......Page 209
B. Anatomy Resource Centr......Page 210
How Does the Anatomy Resource Centre Enhance Learning/Understanding?......Page 211
D. Teaching-Learning Outcome-the Assessment System......Page 215
References......Page 217
Abstract......Page 219
Introduction......Page 220
Health Information Management and Health 2.0......Page 221
Creating Persistent Clinical Encounters through a Web Based Common Platform......Page 223
Key Attributes of the Proposed Health Information ManagementSolution Platform......Page 224
Integrating Health Information Management with PrimaryHealth Education and Medical Student Education......Page 229
Acknowledgments......Page 230
References......Page 231
Introduction......Page 233
Method......Page 234
Data Analysis......Page 235
Water Safety......Page 237
Pedestrian Safety......Page 238
Protective Equipment Safety......Page 239
Gun Safety......Page 240
Discussion and Conclusion......Page 241
References......Page 242
MODERN APPROACHES TO THE PERMANENT EDUCATION OF HEALTH WORKERS ON NOSOCOMIAL INFECTIONS......Page 245
References......Page 246
Abstract......Page 249
1.1. Background......Page 250
1.2. Objectives......Page 252
2.1. Medical Problem-Based Learning......Page 253
2.1.1. Problem-Based Learning Process......Page 254
2.1.2. Hypothesis Generation......Page 256
2.1.3. Tutor Role......Page 257
2.2. Intelligent Tutoring Systems......Page 258
3.1. System Architecture......Page 263
3.2. Multi-modal Interface......Page 265
3.3. Hierarchical Medical Concept Repository......Page 268
4.1.1. Hypothetico-Deductive Model......Page 270
4.1.2. Illness Script......Page 272
4.2. Alternative Domain Clinical Reasoning Model......Page 275
4.4.1. Individual Expertise......Page 277
4.4.2. Integrating Group action into each Individual......Page 278
4.4.3. Group Consensus......Page 279
4.5. Example of Propagation of Evidence in the Student Model......Page 280
5.1. Tutoring Strategies......Page 283
5.1.1. Strategy 1: Focus Group Discussion......Page 284
5.1.2. Strategy 2: Create Open Environment for Discussion......Page 285
5.1.3. Strategy 3: Deflect Uneducated Guessing......Page 286
5.1.4. Strategy 4: Avoid Jumping Critical Steps......Page 287
5.1.6. Strategy 6: Refer to Expert in the Group......Page 288
5.2. Selecting Strategy when Multiple Strategies Apply......Page 289
5.3. Sample Interaction......Page 290
6. Evaluation......Page 291
6.1.3. Results......Page 292
6.2.1. Participants......Page 293
6.2.3. Creating the Individual Student Model......Page 295
6.2.4. Results......Page 296
6.3. Student Clinical Reasoning Gains......Page 302
7. Related Work......Page 303
8. Conclusion and Recommendations......Page 307
References......Page 309
Abstract......Page 319
Learn and Transfer the Knowledge, Skills or Attitudes Effectively......Page 320
Learn with Simulators, the Application, Effectiveness and Limitations......Page 322
Define the Professional Competence, and Its Importance in the 
Future Career Development......Page 324
Use of Effective Competences Assessment Tools......Page 326
Teaching and Assessments of Medical Ethics:Present Status and Future Perspectives......Page 329
Paradigm Shift of the Medical Educational Objectives: From theStudents /Doctors Competences to the Patient Outcomes......Page 330
Challenges for Medical Education (Figure 2)......Page 332
References......Page 333
Abstract......Page 341
The Role of the Third-year Surgical Clerkship......Page 342
Variability between Third-year Surgical Clerkships......Page 343
Impact on Examination Scores......Page 344
Impact on Career Choice......Page 345
Timing......Page 346
Controllable Lifestyle/Quality-of-Life......Page 347
The Third-year Surgical Clerkship Curriculum – FutureDirections......Page 348
References......Page 349
Abstract......Page 355
1.Introduction......Page 356
2.Project STAR 
Experiment......Page 358
3.1.Quantile Treatment 
Effects......Page 360
3.2.Education for the 
Disadvantaged......Page 362
3.3.Multiple Test 
Outcomes......Page 366
4.Conclusion......Page 371
References......Page 374
INDEX......Page 377