Selected list of books and journals for the small medical library     

A N Brandon  D R Hill 《Bulletin of the Medical Library Association》1985,73(2):176-205

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Rural Kindergarten Teachers' Perceptions of School Readiness: A Comparison with the Carnegie Study   总被引：1，自引：0，他引：1  

Linda M. Espinosa  Kathy R. Thornburg  Michelle C. Mathews 《Early Childhood Education Journal》1997,25(2):119-125

This study examines the construct of school readiness as understood by rural kindergarten teachers. Kindergarten teachers in 11 rural Missouri communities were surveyed to assess their perceptions of the readiness levels of their incoming children. These data were then compared to the results of the national Carnegie study of 7000 kindergarten teachers' perceptions of school readiness. The rural Missouri sample judged their students as generally more ready than did the national sample; they viewed the incoming kindergarten students as having fewer language, social, and physical problems. A greater portion of the rural sample believed that children are more ready now than 5 years ago (36% vs. 25%). They attribute the improvement to high quality early preschool programs. The diversity within the rural sample as well as the rural/urban distinctions are discussed.  相似文献   

From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar     

Kristen H. Gregory  Mark M. Diacopoulos  Angela Branyon  Brandon M. Butler 《Studying Teacher Education》2017,13(3):257-274

Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study research and fostered a scholarly identity in a doctoral seminar focused on learning about teacher education practices through self-study research. The participants shared autobiographies, journals, and critical summaries of assigned readings, and they questioned each other’s understanding and development in the context of their shared experiences. Through this process, they overcame concerns regarding self-study as they developed their understanding of the components of self-study research and accepted their new role as self-study researchers. This study provides insights into the benefits of using doctoral seminars as a space to develop a scholarly identity and for using that space as a source of investigation. Implications for similar communities are also discussed.  相似文献   

Divergence of conditioned eyeblink and conditioned fear in backward Pavlovian training     

Kenneth A. McNish  Stephanie L. Betts  Susan E. Brandon  Allan R. Wagner 《Learning & behavior》1997,25(1):43-52

Two experiments of Pavlovian conditioning with rabbits evaluated the effects of initiating or continuing a conditioned stimulus (CS) after a paraorbital unconditioned stimulus (US). In Experiment 1, backward pairings, in which a CS came on after the US, produced a CS that appeared inhibitory on a measure of eyeblink conditioning but excitatory on a potentiated-startle measure of conditioned fear. In Experiment 2, extending the duration of a CS that came on prior to the US, so that it continued after the US, decreased eyeblink conditioned responses, whereas it increased conditioned fear. The data from the two experiments confirm and extend those of Tait and Saladin (1986), supporting the suppositions of AESOP (Wagner & Brandon, 1989) that conditioned eyeblink and conditioned fear can be dissociated under various temporal relationships between the CS and US.  相似文献   

Interprofessional education in gross anatomy: Experience with first‐year medical and physical therapy students at Mayo Clinic     

Steven S. Hamilton  Brandon J. Yuan  Nirusha Lachman  Nathan J. Hellyer  David A. Krause  John H. Hollman  James W. Youdas  Wojciech Pawlina 《Anatomical sciences education》2008,1(6):258-263

Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first‐year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated. Integrated teams of MD and DPT students participated in part of the gross anatomy dissection course at Mayo Medical School. A survey was administered to 42 MD and 28 DPT students that assessed their attitudes toward IPE and cooperation among health care professionals. Pre‐ and post‐experience surveys were evaluated. Positive comments were related to opportunities for developing a better understanding of the nature and scope of each other's programs, encouraging teamwork and communication, mutual respect, and reducing the perceptual divide between disciplines. Ninety‐two percent of the students agreed that interprofessional learning would help them in becoming a more effective member of the health care team. This initial experience with IPE in gross anatomy provides a basis for continued development of interdisciplinary educational strategies. Anat Sci Ed 1:258–263, 2008. © 2008 American Association of Anatomists.  相似文献   

Adapting to large-scale changes in Advanced Placement Biology,Chemistry, and Physics: the impact of online teacher communities     

Kim Frumin  Chris Dede  Christian Fischer  Brandon Foster  Frances Lawrenz  Arthur Eisenkraft 《International Journal of Science Education》2018,40(4):397-420

Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation–funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) – where teachers can discuss teaching strategies, share resources, and connect with each other – had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries.  相似文献   

BULLETIN STAFF CHANGES.     

A N Brandon 《Bulletin of the Medical Library Association》1964,52(3):590-591

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Need for Cognition as a Mediating Variable Between Aggressive Communication Traits and Tolerance for Disagreement     

Darren L. Linvill  Joseph P. Mazer  Brandon C. Boatwright 《Communication Research Reports》2016,33(4):363-369

This study examined the need for cognition as a mediator between aggressive communication traits and tolerance for disagreement. Previous research suggests that argumentativeness is a positive predictor of tolerance for disagreement, while verbal aggressiveness is a negative predictor of tolerance for disagreement. Our findings indicate that need for cognition positively mediates the relationship between argumentativeness and tolerance for disagreement, as well as verbal aggressiveness and tolerance for disagreement.  相似文献   

Americans ‘support’ the idea of tuition-free college: an exploration of sentiment and political identity signals otherwise     

Daniel A. Collier  Shubhanshu Mishra  Derek A. Houston  Brandon O. Hensley  Nicholas D. Hartlep 《Journal of Further & Higher Education》2019,43(3):347-362

In January 2015, President Obama captured headlines in the US by announcing America’s College Promise (ACP), a policy that would reverse four decades of privatisation in higher education by making community colleges ‘tuition-free’. This research explores the conversation that unfolded across the Facebook pages of various media sources. Key phrases associated with sentiments and communication styles are uncovered using a Bag of Words (BoW) technique. Next, guided by political identity theory, the researchers employ logistic regression to explore variable effects (e.g. source, gender, race, age and political leaning) on communicating: (1) Against ACP, (2) in a Civil manner, and (3) Against/Civil/On-Topic. BoW models suggest those against the policy utilise anti-free-ride, privatisation rhetoric, whereas those using uncivil language attack commentators and groups who counter personally-held political beliefs – while also introducing non-sequiturs from other policies (e.g. healthcare and immigration). The combined communication styles unlocked tokens not found in larger sentiments, such as concerns over student loan debt. Logistic regression illustrates that, depending on sentiment or communication style explored, political identities and memberships associated with source and political alignment significantly affected likelihoods of communicating in the conversation. These findings are linked back to political identity theory.  相似文献   

Determining the Intelligibility of Einsteinian Concepts with Middle School Students     

Kaur  Tejinder  Blair  David  Stannard  Warren  Treagust  David  Venville  Grady  Zadnik  Marjan  Mathews  Warwick  Perks  Dana 《Research in Science Education》2020,50(6):2505-2532

Research in Science Education - The modern Einsteinian conception of space, time, matter and radiation represents a radical paradigm shift compared with the traditional Newtonian physics that...  相似文献