The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Mark A Schuster - One of the best experts on this subject based on the ideXlab platform.
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middle school Student Attitudes about school drinking fountains and water intake
Academic Pediatrics, 2014Co-Authors: Anisha I Patel, Laura M Bogart, David J Klein, Burton O Cowgill, Kimberly E Uyeda, Jennifer Hawesdawson, Mark A SchusterAbstract:Abstract Objective To describe middle school Student Attitudes about school drinking fountains, investigate whether such Attitudes are associated with intentions to drink water at school, and determine how intentions relate to overall water intake. Methods Students (n = 3211) in 9 California middle schools completed surveys between 2009 and 2011. We used multivariate linear regression, adjusting for school sociodemographic characteristics, to examine how Attitudes about fountains (5-point scale; higher scores indicating more positive Attitudes) were associated with intentions to drink water at school and how intentions to drink water at school were related to overall water intake. Results Mean age of Students was 12.3 (SD = 0.7) years; 75% were Latino, 89% low income, and 39% foreign born. Fifty-two percent reported lower than recommended overall water intake ( P P Conclusions Students have negative Attitudes about school fountains. To increase overall water intake, it may be important to promote and improve drinking water sources not only at school but also at home and in other community environments.
Tracey Louise Collins - One of the best experts on this subject based on the ideXlab platform.
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Student Attitudes toward stem the development of upper elementary school and middle high school Student surveys
2013 ASEE Annual Conference & Exposition, 2013Co-Authors: Malinda Faber, Alana Unfried, Eric N Wiebe, Jeni Corn, Latricia Walker Townsend, Tracey Louise CollinsAbstract:The national economy is in need of more engineers and skilled workers in science, technology, and mathematics (STEM) fields who also possess competencies in critical-thinking, communication, and collaboration – also known as 21st century skills. In response to this need, educational organizations across the country are implementing innovative STEM education programs designed in part to increase Student Attitudes toward STEM subjects and careers. This paper describes how a team of researchers at The Friday Institute for Educational Innovation at North Carolina State University developed the Upper Elementary School and Middle/High School Student Attitudes toward STEM (S-STEM) Surveys to measure those Attitudes. The surveys each consist of four, validated constructs which use Likert-scale items to measure Student Attitudes toward science, mathematics, engineering and technology, 21st century skills. The surveys also contain a comprehensive section measuring Student interest in STEM careers. The surveys have been administered to over 10,000 fourth through twelfth grade Students in North Carolina who are participating in a variety of traditional classroom-based, elective, or informal STEM education programs. In the paper the authors explain the survey development and validation process. The report also summarizes baseline findings about Student Attitudes toward STEM subjects, careers, and 21st century skills, demonstrating how this survey can be a useful tool for innovative STEM education and workforce development programs.
Nancy J Hayden - One of the best experts on this subject based on the ideXlab platform.
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the socially responsible engineer assessing Student Attitudes of roles and responsibilities
Journal of Engineering Education, 2011Co-Authors: Sandra A Lathem, Maureen D Neumann, Nancy J HaydenAbstract:Background A state university's Civil and Environmental Engineering (CEE) programs initiated curricular reform efforts that incorporated systems thinking and service learning as part of a National Science Foundation Department Level Reform (DLR) grant. Purpose(Hypothesis) The purpose of this study was to examine changes in Students' perceptions of engineers' social responsibilities and technical knowledge that were influenced by the programs' DLR curricula reforms. A secondary goal was to test the validity and reliability of a Student attitude survey. Design/Method A longitudinal, concurrent, mixed method study was implemented over a four-year period. A survey was developed and administered to 125 graduating CEE seniors. Qualitative analyses included open-ended survey responses and interviews with faculty, Students, and focus groups. Results Student Attitudes declined during the first two years of implementation with Students citing dissatisfaction with course changes. Yet, no statistically significant difference was found for Students' self-reported technical knowledge and social responsibilities by graduating class or major. Female Students, however, showed a positive statistically significant difference in their self-perceptions of increased technical knowledge and engineers' social responsibilities. Adoption of new language was noticeable for Students in the Class of 2009, indicating that concepts of systems thinking and service learning were beginning to be assimilated. The Student attitude survey was determined to be a valid and reliable instrument. Conclusion Students caught in the middle of program reform are likely to resist change and express dissatisfaction. Assessments of Student Attitudes allowed implementers to evaluate their reform efforts' successes and shortcomings and enabled them to adapt and modify their strategies accordingly.
Malinda Faber - One of the best experts on this subject based on the ideXlab platform.
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the development and validation of a measure of Student Attitudes toward science technology engineering and math s stem
Journal of Psychoeducational Assessment, 2015Co-Authors: Alana Unfried, Malinda Faber, Daniel Stanhope, Eric N WiebeAbstract:Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring Student Attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade Students (Upper Elementary S-STEM) and (b) 6th- through 12th-grade Students (Middle/High S-STEM). Findings from exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) suggested the use of a four-factor structure to measure Student Attitudes toward science, math, engineering/technology, and 21st century skills. Subject matter experts and literature reviews provided evidence of content validity. Reliability levels were high for both versions. Furthermore, both the Upper Elementary S-STEM and Middle/High S-STEM Surveys demonstrated evidence of configural, metric, and scalar invariance across grade levels, races/ethnicities, and genders. The findings support the ...
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Student Attitudes toward stem the development of upper elementary school and middle high school Student surveys
2013 ASEE Annual Conference & Exposition, 2013Co-Authors: Malinda Faber, Alana Unfried, Eric N Wiebe, Jeni Corn, Latricia Walker Townsend, Tracey Louise CollinsAbstract:The national economy is in need of more engineers and skilled workers in science, technology, and mathematics (STEM) fields who also possess competencies in critical-thinking, communication, and collaboration – also known as 21st century skills. In response to this need, educational organizations across the country are implementing innovative STEM education programs designed in part to increase Student Attitudes toward STEM subjects and careers. This paper describes how a team of researchers at The Friday Institute for Educational Innovation at North Carolina State University developed the Upper Elementary School and Middle/High School Student Attitudes toward STEM (S-STEM) Surveys to measure those Attitudes. The surveys each consist of four, validated constructs which use Likert-scale items to measure Student Attitudes toward science, mathematics, engineering and technology, 21st century skills. The surveys also contain a comprehensive section measuring Student interest in STEM careers. The surveys have been administered to over 10,000 fourth through twelfth grade Students in North Carolina who are participating in a variety of traditional classroom-based, elective, or informal STEM education programs. In the paper the authors explain the survey development and validation process. The report also summarizes baseline findings about Student Attitudes toward STEM subjects, careers, and 21st century skills, demonstrating how this survey can be a useful tool for innovative STEM education and workforce development programs.
Aaron S Kesselheim - One of the best experts on this subject based on the ideXlab platform.
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changing interactions between physician trainees and the pharmaceutical industry a national survey
Journal of General Internal Medicine, 2013Co-Authors: Kirsten Austad, Jerry Avorn, Jessica M Franklin, Mary K Kowal, Eric G Campbell, Aaron S KesselheimAbstract:BACKGROUND Increasingly, medical school policies limit pharmaceutical representatives’ access to Students and gifts from drugmakers, but little is known about how these policies affect Student Attitudes toward industry.
