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"Students"

This study, to determine an efficient instructional design for different level of spatial ability, investigated 1) the main effect of visual treatments in simulation environments on comprehension and transfer of chemistry knowledge and 2) the interaction effects of the visual treatments and learners' spatial ability. Two hundred fifty-seven middle school students were randomly assigned to two experimental conditions. The results indicated 1) a significant main effect of treatment condition for both comprehension (p < .001) and transfer (p < .005) tests, the treatment group performed better than the control group and 2) the significant interaction effect (p < .05) between the instructional treatment conditions and level of spatial ability on the comprehension test: Low spatial ability learners performed better under the treatment group than the control group, whereas high spatial ability learners performed similarly regardless of the instructional conditions.

Across two years, we examined the effects of teachers' attempts to implement computer supported collaborative learning (CSCL) communities in classrooms in two high schools on students' knowledge building, strategic learning, and perceptions of the classroom environment. In year one, 429 (fall) and 317 (spring) students in the classes of 8 teachers and in year two, 946 students in the classes of 18 teachers participated. students in classes where CSCL communities were more fully established reported more knowledge building goals and activities, more question asking, and higher perception of collaboration with fellow students. students' reports of knowledge building, strategic learning, and perceptions of the classroom were also associated with their classroom achievement Results suggest that implementing practices and technology supportive of CSCL communities can foster increased student knowledge building and enhance students' perceptions of collaboration in regular classroom environments. © 2005, Baywood Publishing Co., Inc.

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development. © 2005 Elsevier Ltd. All rights reserved.

Processes and conditions of production may produce unhealthy effects. Both must therefore be included in the education of health care personnel. Vocational training in occupational health at Kocaeli University Medical School, Turkey aims to demonstrate students that occupational health is a specific and important area of work within the context of primary health care. This research is a cross-sectional study. It was planned as a three stage study: 1- reviewing literature and grouping of countries according to their occupational health curricula; 2- reviewing the occupational health programs of medical schools in Turkey, and 3- recommendations for an occupational health curriculum to include an occupational health vocational training period of one week in the two month public health education program for medical interns. During this experience, senior students would be assigned to workplace health units. Of 283 medical schools found on the web, with occupational health teaching, only 20 have a curriculum that includes training in workplace health care units. In Turkey, there is no structured practical education on occupational health. In the third part of this study, we initiated at Kocaeli University School of Medicine's curriculum, a new occupational health education model applied in the workplace health units of factories. Practical experience of occupational health in the workplace is useful in introducing the community-based approach to occupational health in undergraduate medical education and understanding the determinants of health in industry.

This paper situates recent school-to-work transition policy in Ontario, Canada, within the historical context of secondary school reform in the past 50 years. This understanding informs our analysis of interviews with representatives from government, business, organised labour, education and partnership brokers. Data suggest tensions between the rhetoric of corporatism and the reality of a market model, the rhetoric of enhancing opportunities for all students and the reality of lower graduation rates associated with new curriculum. We argue that these tensions reflect historical and continuing struggles around education and training and the adoption of neo-liberal policy approaches that decrease rather than enhance opportunities for non-college-bound students. © 2005 Taylor & Francis.

Although most needlestick/sharps injuries (NSIs/SIs) research focuses on health care workers (HCWs), students in hospital internships are also at risk. Investigations that examined NSIsS/SIs in student populations generally studied medical rather than nursing students (NSs). In 1999, approximately 17,000 Taiwanese nursing graduates were exposed to the hazard of NSIs/SIs. We examined the frequency and mechanism of NSIs/SIs among vocational school NSs in southern Taiwan. Between July and December of 1999, within 1 week after the NSs completed their internship training, one of the researchers, who was a teacher in this vocational school, asked them to fill out questionnaires. Five hundred twenty-seven of 550 (92.6%) questionnaires were considered valid. Two hundred sixty-four of 527 (50.1%) responders sustained one or more NSIs/SIs. Ninety-six of 527 (18.2%) responders suffered contaminated NSIs/SIs. The average number of NSIs/SIs per student was 8.0 times/year (4.9 times/student/year for NSIs and 3.1 times/student/year for SIs). NSIs/SIs rates for NSs in 10-week and 4-week internships were significantly different (P =. 039): 53.3% versus 43.7%, respectively. The NSIs/SIs frequencies were influenced by length of internship: 7.3 times/student/year in 10-week internship and 11.7 times/student/year in 4-week internship. Logistic regression analysis indicated that length of internship rotation was statistically significant with respect to contaminated NSIs/SIs (OR = 1.682; 95% CI: 1.005-2.81; P =. 048). The NSIs/SIs frequencies of NSs were higher than those for HCWs. We found that frequency of NSIs/SIs for vocational school NSs is above average. Whether the young age of these NSs put them at greater risk for NSIs/SIs warrants further inquiry.