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M. Hum Endang Fauziati - One of the best experts on this subject based on the ideXlab platform.
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Classroom Techniques Used By Tutors In TeachingSpeaking At Saturday English Gathering Program: ACase Study Of Muhammadiyah University Of Surakarta
2019Co-Authors: Rahmadhani Nurwitasari, M. Hum Endang FauziatiAbstract:This research aimed to describe: (1) the Classroom Techniques in teaching speaking by the tutors of Saturday English Gathering (SEGA) of UMS, (2) the purposes of using the Techniques, and (3) the roles of the tutors and students. The subjects were the tutors at SEGA and the objects were the Techniques used by the tutors. The type of this research was descriptive qualitative. The data collection Techniques were observation, interview and documentation. Technique of analyzing qualitative data consisted of data reduction, data display, and conclusion or verification. The result showed three Techniques used by the tutors at SEGA, five purposes, three teachers roles and three students roles. The Techniques were monolog presentation, dialogue, and discussion. The purposes of using the Techniques for the students were: (1) to speak up more bravely, (2) improve students’ fluency, (3) drill speaking skill, (4) know more about grammar; and (5) know more vocabularies. The roles of tutors were explainer, facilitator, and commentator. The roles of students namely: the planner of their own learning process; learners were the member of the group; learners learned from teachers, students, and teaching sources.
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Classroom Techniques Used To Develop Students’ Vocabulary Repertoire: A Naturalistic Study At SMP Negeri 24 Surakarta In 2015/2016 Academic Years
2018Co-Authors: Nonik Ariwardhani, M. Hum Endang Fauziati, S.pd Aryati PrasetyariniAbstract:This study is aimed to describe (1) the Classroom Techniques to develop students’ vocabulary repertoire at SMP Negeri 24 Surakarta (2) the purposes of each Classroom Techniques (3) the students’ roles (4) the teachers’ roles and (5) the roles of instructional material. This research is a descriptive qualitative research employing naturalistic study approach. The data of this research were data activities, information, and document interview scripts. The data was taken from events, informants, and documents. The Techniques of collecting the data in this study were observation, interview and documentation. The results of this study showed that there were some Classroom Techniques to develop students’ vocabulary repertoire such as: using picture as media, discussion, memorization, translation from English to Indonesia and repetition. In addition, by using Classroom Techniques, both teacher and student had crucial roles. The teachers’ roles were as controller, director, manager, facilitator and resource. Whereas, the students had some roles such as: as planner, monitor and evaluator, member of group, tutor for other friend and learner. The materials used by the English teacher were English textbook, English student book, dictionary and other resources related to the material. It could be concluded that the English teachers at SMP Negeri 24 Surakarta used various Classroom Techniques in teaching-learning process that can develop the students’ vocabulary repertoire. The variety teaching forms in Classroom Techniques not only made the students attracted but also enjoyed the teaching-learning process. Moreover the students became more active and creative especially in their vocabulary repertoire. This research confirms that technique using picture as media, discussion, memorization, translation from English to Indonesia and repetition in teaching descriptive text, recount text, mini talk and brochure are significant to develop students’ vocabulary repertoire.
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Classroom Techniques Used To Improve Students Speaking Skill: A Naturalistic Study At English Tutorial Program At Universitas Muhammadiyah Surakarta
2018Co-Authors: Khori Nur Laela, M. Hum Endang FauziatiAbstract:This study is aimed to describe Classroom Techniques used by English tutors to develop student’s speaking skill at English Tutorial Program at Universitas Muhamadiyah Surakarta. The type of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this study are interview, observation, and document. The result of the research showed that there are several Classroom Techniques used by English tutor at English Tutorial Program such as: discussion, role play, and game. There are several Classroom Techniques used by the teacher and each Classroom technique has purpose. Discussion technique is to improve fluency of the students and to improve grammar of the students. Role play technique is to improve vocabulary of the students and to make the students more concentrate. Game technique is to encourage student to think and express their ideas, to make student pay attention to the teacher and the material, and to make the student enjoy on teaching learning process. The teacher has roles as explainer, facilitator, inquiry controller, and empowered. The students have some roles such as subject learning, the learner is member of a group and learn by interacting with others, the learner is the planner of his or her own learning program, the learner is a tutor for others learners, the learner is monitor and evaluator of his or her own progress, and the learners learn from the teacher, from the other students and other teaching sources. There are some materials used by English teacher, such as: book, textbook, and another source from internet as supplementary material. The roles of instructional materials are as a resource for presentation materials (spoken or written), as a reference source for learners on grammar, vocabulary, pronunciation, and so on, and a source of stimulation and ideas for Classroom activities. The writer concluded that English tutors at English Tutorial Program at Universitas Muhammadiyah Surakarta used some Classroom Techniques to develop students’ English speaking skills. Some Classroom Techniques can make the students more interested when teaching speaking process.
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The Implementation of The Teaching Speaking Skill at English Tutorial Program (ETP): a Naturalistic Study at Accounting Departement of Muhammadiyah University of Surakarta In 2018/2019 Academic Year
2018Co-Authors: Rosi Novitasari, M. Hum Endang FauziatiAbstract:This study aimed to describe the implementation of teaching speaking skill at English Tutorial Program at Muhammadiyah University of Surakarta. The form of this study is descriptive qualitative with naturalistic approach. Methods of collecting data used are observation, interview, and documentation. The result of this study shows that Classroom Techniques implemented by teacher are discussion, game, and role-play. Teacher has some roles as facilitator and assessor. Students have roles as planner, member of group, tutor of other learners, learner of teacher, other learner, and other sources. Instructional material has roles as source of material presentation, learner’s source of practice and communicative interaction, reference source for grammar, vocabulary, pronunciation, Source of stimulation and ideas for class activity. The researcher concluded that in the implementation, teaching speaking skill done was focusing on students-centered. Key words: teaching speaking skill, English Tutorial Program, Naturalistic Study, Classroom technique, teacher’s roles, student’s roles, instructional materials
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Classroom Techniques To Develop Students English Reading Skills: A Naturalistic Study At Smp Negeri 22 Surakarta
2017Co-Authors: Fety Damayanti, M. Hum Endang FauziatiAbstract:This research is aimed to describe the types of Classroom Techniques used by the teacher, the purpose of every Classroom technique, teachers’ roles, students’ roles, and role of instructional material to develop students’ English reading skills at SMP Negeri 22 Surakarta. The type of this research is descriptive qualitative research especially naturalistic study. The method of collecting data in this study is interview, observation, and document. The result of the research showed that there are several Classroom Techniques used by English teacher at SMP Negeri 22 Surakarta such as: reading aloud, translating sentence, silent reading, and question and answer. There are several Classroom Techniques used by the teacher and each Classroom technique has purpose. Reading aloud is to improve pronunciation of the student and to practice fluency in reading of the student. Translating sentence is to help the students to know the meaning of sentence. Silent reading is to help the students more concentrate to comprehend the text easily. Question and answer are to make the student more active in the class and to know how the students’ comprehension of the text. The teacher has roles as planner, manager, controller, facilitator, motivator, and explainer. The students have some roles such as subject learning, object learning, monitor and evaluator of his or her own progress, learners learn from the teacher, from the other students and other teaching sources, tutor of others learners and a member of a group and learn by interacting with others. There are some materials used by English teacher, such as: book, textbook, dictionary, another source from internet as additional material. The roles of instructional materials are as a resource for presentation materials (spoken or written), as a reference source for learners on grammar, vocabulary, pronunciation, and so on, and a source of stimulation and ideas for Classroom activities. The writer concludes that English teachers at SMP Negeri 22 Surakarta used some Classroom Techniques to develop students’ English reading skills. Some Classroom Techniques can make the students more interested when teaching reading process.
M. Pd. Nur Hidayat - One of the best experts on this subject based on the ideXlab platform.
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Classroom Techniques Used In Teaching Speaking at SMK Muhammadiyah 1 Sukoharjo In 2016/2017 Academic Year
2017Co-Authors: Pipit Dwi Saputri, M. Pd. Nur HidayatAbstract:SUMMARY PIPIT DWI SAPUTRI. A320120197. Classroom Techniques USED IN TEACHING SPEAKING AT SMK MUHAMMADIYAH 1 SUKOHARJO IN 2016/2017 ACADEMIC YEAR. RESEARCH PAPER. SCHOOL OF TEACHER TRAINING AND EDUCATION. MUHAMMADIYAH UNIVERSITY OF SURAKARTA. This research describes the types of technique used by the English teacher of SMA N 2 Sukoharjo to develop students’ English speaking skill, Classroom procedure, probem faced by teacher, and problem faced by students. The type of this research is descriptive qualitative. The methods of colleting data in this research are: observation, interview, and documentation. The result shows that the Techniques used by the English teacher in teaching learning process to develop students’ speaking skill at SMK Muhammadiyah 1 Sukoharjo are Role-play, Discussion, Picture Describing and Brainstorming. Various Techniques used by the teacher in teaching learning process make the student more active, more creative and the enthusiastic in teaching learning process especially in speaking activity in the Classroom. Various Techniques also make the student not bored when learning process, the students’ fun, enjoyed and confident when learning speaking process. Based on the observation, the use of technique in teaching learning process is very important to make situation in Classroom more interesting and make the student enthusiastic in learning process. Key Words : Classroom Techniques in Teaching Speaking, Classroom Procedure, Problem Faced by Teaching, Problem Faced by Students
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Classroom Techniques Used By The Teacher To Develop Students’ English Reading Skills At Smp Muhammadiyah 10 Surakarta In 2015/2016 Academic Year: A Naturalistic Study
2016Co-Authors: Fitriasari, M. Hum Endang Fauziati, M. Pd. Nur HidayatAbstract:This study is aimed to describe Classroom Techniques used by the teacher to develop students’ English reading skill at SMP Muhammadiyah 10 Surakarta. The type of this research is descriptive qualitative research especially naturalistic study. The method of collecting data in this research are observation, interview and document. The results of the research shows that there are some Classroom Techniques implemented by English teacher at SMP Muhammadiyah 10 Surakarta such as: reading aloud, translation sentence, silent reading, skimming and scanning, and question and answer. There are some Classroom Techniques used by the teacher and each Classroom technique has purpose. The teacher has roles as controller, manager, facilitator, explainer, and motivator. The students have roles as subject of learning, object of learning, and monitor and evaluator of his own learning progress. There are some materials used by English teacher, such as: book, textbook, dictionary, another sources from internet as supplementary material. The roles of instructional materials are as a resource for presentation materials (spoken or written), as a reference source for learners on grammar, vocabulary, pronunciation, and so on, and as a resource of stimulation and ideas for Classroom activities. The writer concludes that English teacher at SMP Muhammadiyah 10 Surakarta used several Classroom Techniques which can develop the students’ English reading skill. Various Classroom Techniques can make the students more interested, active and not bored in teaching reading proses.
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Classroom Techniques Used By The Teacher To Develop Students’ English Reading Skill At Mts N 1 Grobogan In 2015/2016 Academic Year: A Naturalistic Study
2016Co-Authors: Rizki Aulia Lailatul Mubarokah, M. Hum Endang Fauziati, M. Pd. Nur HidayatAbstract:This study is carried out to describe Classroom Techniques used by the teacher to develop students’ English reading skill at MTs N 1 Grobogan. The aims of this research are: (1) to describe the types of Classroom Techniques used by the teacher to develop students’ English reading skill, (2) the purpose of using each Classroom technique, (3) the teacher’s roles, (4) the student’s roles, and (5) instructional materials used by the English teachers at MTs N 1 Grobogan. The kind of this research is descriptive qualitative research especially naturalistic study in analyzing the data. The methods of collecting data in this research are observation, interview, and documentation. This research uses data triangulation, method triangulation, and review informant to prove the validity. The finding of the study shows that there are some Classroom Techniques used by English teachers at MTs N 1 Grobogan such as skimming and scanning, reading aloud, silent reading, and translation. The teachers have roles as material developer, monitor, motivator, controller, model, counselor and evaluator. The students have roles as learner, subject of learning, performer, and monitor and evaluator of his or her own progress. There are some materials used by English teachers, such as English book, workbook, dictionary, and another source from internet as supplementary material. The conclusion of this research is that English teacher at MTs N 1 Grobogan used various Classroom Techniques to improve the students’ reading ability. Various Techniques can make the students interested in English teaching-learning process. Various Techniques also make the students not bored when learning process. It does not make the class monotonous. The students become more active and creative. Based on the result, apparently, Classroom Techniques used by the teacher have important role in the teaching-learning process.
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Classroom Techniques Used in the Teaching of English at SMP Negeri 1 Sawit Boyolali: A Naturalistic Study
2016Co-Authors: Umi Nur Kurniliawati, M. Hum Endang Fauziati, M. Pd. Nur HidayatAbstract:The purpose of this research is to observing the teaching-learning process at SMP Negeri 1 Sawit, Boyolali. This study is carried out to describe types of Classroom technique used in the teaching English, purposes in using each technique, teacher’s and student’s role, and instructinal material used at SMP Negeri 1 Sawit Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. Methods of collecting data in this research are observation, interview and document. In this research, the data are taken from the English teachers attitude, interview students and English teachers. The finding of the study shows that there are some Classroom Techniques implemented by English teachers at SMP Negeri 1 Sawit such as: answering question, checking, correction, discussion, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation. The teachers have roles as facilitator, motivator, observer, manager, model, counselor, controller, and evaluator. The students have roles as a member of a group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at SMP N 1 Sawit used various Classroom Techniques which can improve the students’ ability in English skill. Various Techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, Classroom Techniques used by the teachers have important role in the teaching-learning process.
Mika Metsärinne - One of the best experts on this subject based on the ideXlab platform.
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How do different background variables predict learning outcomes?
International Journal of Technology and Design Education, 2017Co-Authors: Manne Kallio, Mika MetsärinneAbstract:This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in school subject Sloyd as found in the national evaluation of the Finnish National Board of Education. Results from this larger research project were previously published in this journal, where pupils’ readiness for Self-Regulated Learning were reported. Since then, pupils’ experiences of Classroom Techniques, attitudes towards the subject, leisure time interests and learning within the two domains of the subject (Technical Domain and Textile Domain, as the subject is usually divided in Finland) have been studied and results have been published in different journals. In this article, a new Structural Equation Model concludes the previous results. The new model highlights two paths of how the use of different learning orientations can predict successful learning outcomes. These paths can be followed using two pedagogical models: the Exploratory Production Approach and the Domain Specific Approach. Experiencing Learner-Centred Learning predicts positive attitudes and success in Exploratory Production activities. Experiencing Collaborative Learning predicts success in domain specific learning outcomes. Success in Exploratory Production predicts successful learning outcomes in both domains. The conclusion is that regulatory knowledge, “why”, is related to production activities and it is processed prior to domain specific knowledge, “what” and “how”. To develop the subject and pedagogy for schools and teacher training, it is not important to follow an approach defined by the domains (technical or textile). It is more important to teach pupils how to manage in the modern technological world and to understand why they need to be able to improve their life-world through Exploratory Production activities.
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Pupils’ readiness for self-regulated learning in the forethought phase of Exploratory Production
International Journal of Technology and Design Education, 2015Co-Authors: Mika Metsärinne, Manne Kallio, Kalle VirtaAbstract:This article discusses pupils’ readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and manufacturing. Finally, in the self-regulation phase, the goals are tested with new products in their usage targets. The theoretical framework of self-regulated learning and empirical categorization of the data are based on Zimmerman’s model (Self-regulated learning from teaching to self-reflective practice. The Guilford Press, New York, pp 1–19, 1998 , Handbook of self-regulation of learning and performance. Routledge, London, pp 49–64, 2011 ). The focus of this article is on the forethought phase. The empirical analysis in this article is based on national evaluation data of Finnish compulsory education. The first national evaluation of learning outcomes in Technology Education (taught within the subject Craft) was implemented by the Finnish National Board of Education in spring 2010. The evaluation was carried out as two questionnaires for ninth graders with general (n = 4,792) and advanced (n = 1,548) questions, and a production exercise (n = 661). In this article, the data is analyzed further based on learners’ comprehensions, leisure-time activities and Classroom Techniques. The article is part of a larger research project that aims to improve the national evaluation data. The results on pupils’ readiness for self-regulation in the forethought phase of Exploratory Production are encouraging. Pupils’ have positive comprehensions of the Craft & Technology (C & T) subject and they find learning useful for their current life and for the future. Learning tasks and producing tasks in the C & T subject could be even more related to pupils’ own technological and functional experiences. More effort should be given to support pupils’ readiness to regulate goals for their own technological production activities.
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Experiences of Classroom Techniques and Learning Outcomes
Design and technology education : an international journal, 2014Co-Authors: Mika Metsärinne, Manne KallioAbstract:This article is a part of a research project that is aimed to explore how the background variables of learning are related to learning outcomes in a Sloyd subject, internationally referred to as Craft, Design and Technology. The research question of this article is: “How are ninth grade pupils’ experiences of Classroom Techniques related to their learning outcomes?” The empirical data is based on an evaluation by the Finnish National Board of Education (FNBE). The data (n = 4,792) was collected by stratified sampling from 152 schools. The data of pupils’ experiences of Classroom Techniques was gathered in a specified questionnaire using a narrowed sample (n = 1,548). Three main orientations for learning were found: Learner-Centred Learning, Teacher-Directed Learning and Collaborative Learning. Furthermore, two orientations were formed of technical and textile technology areas of the subject. Analysis revealed that participating in either classes of technical technology area or textile-technology area predicted success in the other area as well. Thus, learning outcomes in one area correlate with the learning outcomes in the other. Due to this result, the effects of learning orientations were analysed separately for both technology areas. Experiences of Learner-Centred Learning predicted success in technical technology area while experiences of Teacher-Directed Learning predicted success in textile technology area. Collaborative Learning didn’t predict success in either of the areas. The results can be applied in developing the subject more towards the learners’ point of view.
Manne Kallio - One of the best experts on this subject based on the ideXlab platform.
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How do different background variables predict learning outcomes?
International Journal of Technology and Design Education, 2017Co-Authors: Manne Kallio, Mika MetsärinneAbstract:This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in school subject Sloyd as found in the national evaluation of the Finnish National Board of Education. Results from this larger research project were previously published in this journal, where pupils’ readiness for Self-Regulated Learning were reported. Since then, pupils’ experiences of Classroom Techniques, attitudes towards the subject, leisure time interests and learning within the two domains of the subject (Technical Domain and Textile Domain, as the subject is usually divided in Finland) have been studied and results have been published in different journals. In this article, a new Structural Equation Model concludes the previous results. The new model highlights two paths of how the use of different learning orientations can predict successful learning outcomes. These paths can be followed using two pedagogical models: the Exploratory Production Approach and the Domain Specific Approach. Experiencing Learner-Centred Learning predicts positive attitudes and success in Exploratory Production activities. Experiencing Collaborative Learning predicts success in domain specific learning outcomes. Success in Exploratory Production predicts successful learning outcomes in both domains. The conclusion is that regulatory knowledge, “why”, is related to production activities and it is processed prior to domain specific knowledge, “what” and “how”. To develop the subject and pedagogy for schools and teacher training, it is not important to follow an approach defined by the domains (technical or textile). It is more important to teach pupils how to manage in the modern technological world and to understand why they need to be able to improve their life-world through Exploratory Production activities.
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Pupils’ readiness for self-regulated learning in the forethought phase of Exploratory Production
International Journal of Technology and Design Education, 2015Co-Authors: Mika Metsärinne, Manne Kallio, Kalle VirtaAbstract:This article discusses pupils’ readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and manufacturing. Finally, in the self-regulation phase, the goals are tested with new products in their usage targets. The theoretical framework of self-regulated learning and empirical categorization of the data are based on Zimmerman’s model (Self-regulated learning from teaching to self-reflective practice. The Guilford Press, New York, pp 1–19, 1998 , Handbook of self-regulation of learning and performance. Routledge, London, pp 49–64, 2011 ). The focus of this article is on the forethought phase. The empirical analysis in this article is based on national evaluation data of Finnish compulsory education. The first national evaluation of learning outcomes in Technology Education (taught within the subject Craft) was implemented by the Finnish National Board of Education in spring 2010. The evaluation was carried out as two questionnaires for ninth graders with general (n = 4,792) and advanced (n = 1,548) questions, and a production exercise (n = 661). In this article, the data is analyzed further based on learners’ comprehensions, leisure-time activities and Classroom Techniques. The article is part of a larger research project that aims to improve the national evaluation data. The results on pupils’ readiness for self-regulation in the forethought phase of Exploratory Production are encouraging. Pupils’ have positive comprehensions of the Craft & Technology (C & T) subject and they find learning useful for their current life and for the future. Learning tasks and producing tasks in the C & T subject could be even more related to pupils’ own technological and functional experiences. More effort should be given to support pupils’ readiness to regulate goals for their own technological production activities.
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Experiences of Classroom Techniques and Learning Outcomes
Design and technology education : an international journal, 2014Co-Authors: Mika Metsärinne, Manne KallioAbstract:This article is a part of a research project that is aimed to explore how the background variables of learning are related to learning outcomes in a Sloyd subject, internationally referred to as Craft, Design and Technology. The research question of this article is: “How are ninth grade pupils’ experiences of Classroom Techniques related to their learning outcomes?” The empirical data is based on an evaluation by the Finnish National Board of Education (FNBE). The data (n = 4,792) was collected by stratified sampling from 152 schools. The data of pupils’ experiences of Classroom Techniques was gathered in a specified questionnaire using a narrowed sample (n = 1,548). Three main orientations for learning were found: Learner-Centred Learning, Teacher-Directed Learning and Collaborative Learning. Furthermore, two orientations were formed of technical and textile technology areas of the subject. Analysis revealed that participating in either classes of technical technology area or textile-technology area predicted success in the other area as well. Thus, learning outcomes in one area correlate with the learning outcomes in the other. Due to this result, the effects of learning orientations were analysed separately for both technology areas. Experiences of Learner-Centred Learning predicted success in technical technology area while experiences of Teacher-Directed Learning predicted success in textile technology area. Collaborative Learning didn’t predict success in either of the areas. The results can be applied in developing the subject more towards the learners’ point of view.
David A. Ross - One of the best experts on this subject based on the ideXlab platform.
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The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences?
Academic Psychiatry, 2017Co-Authors: Billy J. Lockhart, Noah A. Capurso, Isaiah Chase, Melissa R. Arbuckle, Michael J. Travis, Jane Eisen, David A. RossAbstract:Objective The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped Classroom Techniques in order to improve neuroscience education across diverse training sites. Methods Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. Results Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. Conclusion This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics.
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The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences?
Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiat, 2015Co-Authors: Billy J. Lockhart, Noah A. Capurso, Isaiah Chase, Melissa R. Arbuckle, Michael J. Travis, Jane L. Eisen, David A. RossAbstract:Objective The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped Classroom Techniques in order to improve neuroscience education across diverse training sites.