Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
357
result(s) for
"Teachers Training of Data processing."
Sort by:
Costs and effects of a state-wide health promotion program in primary schools in Germany – the Baden-Württemberg Study: A cluster-randomized, controlled trial
To evaluate the cost-effectiveness of the state-wide implementation of the health promotion program \"Join the Healthy Boat\" in primary schools in Germany.
Cluster-randomized intervention trial with wait-list control group. Anthropometric data of 1733 participating children (7.1 ± 0.6 years) were taken by trained staff before and after a one year intervention period in the academic year 2010/11. Parents provided information about the health status, and the health behaviour of their children and themselves, parental anthropometrics, and socio-economic background variables. Incidence of abdominal obesity, defined as waist-to-height ratio (WHtR) ≥ 0.5, was determined. Generalized linear models were applied to account for the clustering of data within schools, and to adjust for baseline-values. Losses to follow-up and missing data were analysed. From a societal perspective, the overall costs, costs per pupil, and incremental cost-effectiveness ratio (ICER) to identify the costs per case of averted abdominal obesity were calculated.
The final regression model for the incidence of abdominal obesity shows lower odds for the intervention group after an adjustment for grade, gender, baseline WHtR, and breakfast habits (odds ratio = 0.48, 95% CI [0.25; 0.94]). The intervention costs per child/year were €25.04. The costs per incidental case of averted abdominal obesity varied between €1515 and €1993, depending on the different dimensions of the target group.
This study demonstrates the positive effects of state-wide, school-based health promotion on incidental abdominal obesity, at affordable costs and with proven cost-effectiveness. These results should support allocative decisions of policymakers. An early start to the prevention of abdominal obesity is of particular importance because of its close relationship to non-communicable diseases.
German Clinical Trials Register (DRKS), Freiburg University, Germany, DRKS-ID: DRKS00000494.
Journal Article
Research on the evolution of physical teachers and physical teaching policy: A perspective from China
This study aims to comprehensively and profoundly explore the history of changes in China’s physical teachers and physical teaching policies. Focusing on policies related to physical teachers and teaching published between 1950 and 2023, we employed text mining and topic-matching techniques to construct an algorithmic model for analyzing physical teachers and teaching policy topic types and attitude orientations, thereby capturing the internal logic and external characteristics of the policy texts. Through a sub-period analysis, we examined the evolution of physical teachers and teaching policy themes and attitudes across different historical periods. The key findings reveal that policy themes have gradually exhibited a trend of diversification and refinement: initially emphasizing the training of physical teachers’ basic qualities, they shifted to highlighting the promotion of professional skills, and later advocated the development of comprehensive quality and innovative abilities. Concurrently, policy attitudes have transformed from being unitary to pluralistic and from rigid to flexible, with an increasing focus on guidance and encouragement. Additionally, the process of policy change demonstrates continuity and inheritance, which ensures the stability and coherence of the policy system.
Journal Article
Galaxy Training: A Powerful Framework for Teaching!
Abstract There is an ongoing explosion of scientific datasets being generated, brought on by recent technological advances in many areas of the natural sciences. As a result, the life sciences have become increasingly computational in nature, and bioinformatics has taken on a central role in research studies. However, basic computational skills, data analysis and stewardship are still rarely taught in life science educational programs [1], resulting in a skills gap in many of the researchers tasked with analysing these big datasets. In order to address this skills gap and empower researchers to perform their own data analyses, the Galaxy Training Network (GTN) has previously developed the Galaxy Training Platform ( https://training.galaxyproject.org ); an open access, community-driven framework for the collection of FAIR training materials for data analysis utilizing the user-friendly Galaxy framework as its primary data analysis platform [2]. Since its inception, this training platform has thrived, with the number of tutorials and contributors growing rapidly, and the range of topics extending beyond life sciences to include topics such as climatology, cheminformatics and machine learning. While initially aimed at supporting researchers directly, the GTN framework has proven to be an invaluable resource for educators as well. We have focused our efforts in recent years on adding increased support for this growing community of instructors. New features have been added to facilitate the use of the materials in a classroom setting, simplifying the contribution flow for new materials, and have added a set of train-the-trainer lessons. Here, we present the latest developments in the GTN project, aimed at facilitating the use of the Galaxy Training materials by educators, and its usage in different learning environments.
Journal Article
Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence
Artificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the required competencies of teachers related to AI is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among
N
= 480 teachers in vocational schools. Results indicate that AI competence can be modeled as combining six competence dimensions. Findings suggest that the different competence dimensions are currently unequally developed. Pre- and in-service teachers need professional learning opportunities to develop AI competence.
Journal Article
School - University collaboration to train teachers on new topics and new tools in physics education
In-service teacher training must ensure professional development based on both disciplinary and pedagogical research, taking advantage of collaboration between different training and institutional agencies. In this article we will talk about a collaborative experience among different training partners, to increase teachers’ interest in new tools and learning environments. We use different kinds of training sessions to introduce innovative didactic methodologies for teaching and learning involving both university research staff and secondary school teachers. The training project has planned a series of five meetings, divided into a seminar and a laboratorial part on the following topics: new didactic technologies, weather data processing, space missions, image processing, and modern physics. The laboratorial workshops were centered on applications that can be integrated into civic education and dual training. The meetings, followed by a hundred teachers, formed a design basis for the initial teacher training courses that will be activated from 2024 by the Italian Universities.
Journal Article
How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis
In-service teacher professional development (TPD) is essential for improving teacher quality and student outcomes. Effective professional development equips teachers to actively engage in problem-solving and meaning construction. However, current online TPD often lacks tailored support, structured analysis, communication, and feedback, limiting teachers’ ability to engage in deep knowledge-building. Generative Artificial Intelligence (GenAI), exemplified by models like ChatGPT, has attracted significant attention for its potential in education, particularly in offering personalized feedback and fostering deep cognitive engagement. This study examines a large language model developed in China to investigate its impact on in-service teachers’ knowledge-building processes. Through analysis of frequency and epistemic network, this study demonstrates that GenAI significantly enhances in-service teachers’ information analysis and critical thinking. It also promotes greater attention to information processing, evaluation, and knowledge transfer during the knowledge-building process, although it performs less effectively in fostering social interaction and collaboration. The study further reveals that GenAI’s impact on knowledge building varies across learning tasks, with its support being particularly significant in higher-order, complex tasks. Building on these findings, the study offers recommendations for professional development for teachers.
Journal Article
Talent identification and recruitment in youth soccer: Recruiter’s perceptions of the key attributes for player recruitment
Using the modified Delphi method, we aimed to understand the attributes youth coaches and recruiters perceive as important when identifying skilled youth performance at the entry level of representative soccer in Australia (i.e., Under 13 years). Furthermore, we also aimed to describe the current methods youth coaches and recruiters use to assess and identify these attributes in youth players. Australian regional youth technical directors and coaches (n = 20) completed a three stage process, including an initial interview and two subsequent questionnaires, whereby attributes and qualities associated with talent identification were rated and justified according to the importance for youth player performance and talent identification. Results indicate a hierarchy of attributes recruiters perceive as important for Under 13 soccer performance, including technical (i.e., first touch, striking the ball, one-versus-one ability, and technical ability under pressure), tactical (i.e., decision-making ability) and psychological attributes (i.e., coachability and positive attitude). In addition, the findings indicated attributes and qualities not emphasised within the talent identification process including, physiological, anthropometrical, sociological and several psychological attributes. It is suggested talent recruiters apply a holistic multidisciplinary approach to talent identification, with the current findings potentially providing initial evidence to suggest recruiters do consider numerous attributes when selecting and identifying youth players.
Journal Article
Barriers to Educational Inclusion in Initial Teacher Training
Initial teacher training within the framework of an inclusive school constitutes a fundamental challenge in order to meet the needs of 21st century society. The 2030 agenda establishes in the target of goal four the need for well-qualified teachers, capable of developing inclusive educational responses to the diversity of the needs of the students enrolled in their centres. The objective of this article is to analyse the perception of the school community regarding the initial training of future teachers in providing an inclusive and quality educational response for all students. The design was qualitative, non-experimental and descriptive. The participants were 78 people involved in teacher training and the educational exclusion–inclusion processes in the region of Murcia (Spain). The information collection techniques were 39 semi-structured interviews and 10 focus groups. The analysis of the information was carried out through an inductive categorization process, classifying the information into different analysis codes with the Atlas.Ti program (V. 8). The results of the work indicate that with regard to inclusive education, there is a clear shortfall in the initial training of teachers, a limitation in the acquisition of competences regarding attention to diversity, the presence of theoretical learning which has limited relevance to practical intervention, and a training approach anchored in models from the past which refers to student deficiencies. This work has the value of providing an insight into the barriers present in initial training from the perspective of all the educational actors involved in the educational system, which has not been sufficiently investigated in this field of study.
Journal Article
Teacher Competencies in Health Education: Results of a Delphi Study
The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.
A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.
Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools.
Journal Article