Lessons from the Conservatory Model as a Basis for Undergraduate Education and the Development of Intelligence.

We review the musical conservatory as a model for educators to learn how to enhance admissions, instruction, and assessment in liberal arts collegiate settings. Although conservatories serve primarily students wishing to enter musical careers of various kinds, the model on which they are based can, in many ways, serve any student and any school. We review some of the history of conservatories and describe how they work.

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research.

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains.

Edutainment, games, and the future of education in a digital world.

Since the development of educational television in the 1960s, there has been a growing interest in incorporating features of entertainment in informal and formal education. Reviewing the literature on edutainment and games, we will discuss the limits of the current state of research and propose research questions investigating broad issues linked to the adoption of games for education.

Curriculum asset mapping for One Health education.

The major premise of One Health is engagement of multiple disciplines to address shared problems spanning human, animal, and ecosystem health. The current model of academic specialization encourages development of isolated disciplines within the university setting, thereby creating barriers to resource sharing and academic collaboration. The aim of this project was to develop a systematic approach to mapping university assets that could be harnessed to advance One Health education.

Education of veterinary medical and other public health providers: linking interventions with health outcomes.

A systematic literature review was performed to summarize the nature, implementation, outcomes, and long-term impacts of previously instituted interventions and programs aimed at educating veterinary public health providers. A logic model was developed to direct the literature search strategy, provide a framework for evaluating the relationship between veterinary public health professional education and their associated population health outcomes, and guide future training development and recommendations for the education of veterinary health professionals. Our literature review indicates that there is a relative lack of published literature that connects veterinary public health educational interventions to population health outcomes.

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity.

Risk factors and resilience in the developing world: one of many lessons to learn.

This article summarizes the results of an intervention study with approximately 4,000 Zambian children, in which risk of helminth infection and related health problems were ameliorated with medication and micronutrient and vitamin supplementation. The results of this intervention were tracked with a newly developed cognitive assessment battery for Zambian school children in Grades 3-7. The quantification of cognitive functioning manifested after the intervention indicated treatment-related improvements in the cognitive skill of following instructions.