Furthermore, a number of questions about the interface or interpretation of observations arose within the working groups that required instructor intervention.
As a result, there were many more group problems requiring instructor intervention when students began working on student-selected final modeling projects.
Differing from traditional cooperative-learning strategies, however, this model provides some guidance to the students in a setting outside lecture and without direct instructor intervention (Cracolice and Deming, 2001).
No main effect of the Group was observed for the total penalty score, or for the sub-scores related to visual attention, interaction with other road users, lane positioning, speed adaptation, car control handling, or driving instructor interventions (Table 8).
Additionally, no Group x Time interaction was identified for the total penalty score, or for the sub-scores related to visual attention, interaction with other road users, planning, lane positioning, or driving instructor interventions.
By scaffolding (i.e., providing guidance, support and advice) the students communication skills prior to (delivery of best practices) and during the simulation (through instructor interventions) more quality communications were observed in later iterations.
This pre-established observational grid consisted of a description of the situations encountered and a list of the potential driving behaviors, gathered into broader dimensions to simplify coding: visual attention, interaction with other road users, planning, lane positioning, speed adaptation, car control handling, and driving instructor interventions.
It would be interesting to investigate differences between schoolteacher and first aid instructor interventions during a limited training period, as teachers integrate specific skills into various subjects of the curriculum, depending on the learning pace of the class.
Smith et al. (2011) used pairs of isomorphic questions (i.e., two different questions assessing the same concept) to compare the impact of three different instructor interventions in two genetics courses: one for biology majors (n = 150 students) and one for nonmajors (n = 62 students).
Second, we aimed to test whether the intervention effects were influenced by gender, the university courses (psychology or medicine), the university locations, course instructors, intervention participation and self-reported mindfulness practice.
Edward Ted Suttonon, a former gang member who now works as a certified gang awareness instructor and intervention specialist, says that Safe Streets is "reactive", whereas something like 300 Gangstas has the possibility to be proactive and stop violence before it starts.
