DEVELOPING AND USING INTERDISCIPLINARY CASE STUDIES IN TEACHING GERIATRICS TO PRACTICING HEALTH CARE PROFESSIONALS     

Norma J. Owens  Cynthia A. Padula  Anne L. Hume 《Educational gerontology》2013,39(6):473-489

Continuing education programs for health care professionals who practice in geriatrics are an important part of improving the health care provided to older adults. Programs utilizing active forms of learning that mimic the clinical environment are more successful at changing the behavior of health care professionals than traditional didactic styles of teaching. Problem-based learning methods allow learners to identify their own areas of strength and weakness and to work toward improvement in a manner best suited to their needs. This article describes an interdisciplinary team of educator-clinicians in geriatrics who developed clinical case studies embodying these approaches as one method of improving the learning process for adult health care providers. An actual sample case study is presented as an illustration of the principles embodied in this process. Lessons learned from the development and use of these case studies are summarized in the context of improving the quality of continuing education programs for health care professionals in geriatric practice.  相似文献   

Book reviews     

David Kaser  Marilyn Schwartz  Peter Morgan M.D.  Linnea Gentry  Frederick C. Lynden  Chris Smith  Czeslaw Jan Grycz 《Publishing Research Quarterly》1989,5(4):84-96

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A model for planning and evaluation of aspects of education for sustainability for students training to teach science in primary schools     

Chris Gayford 《Environmental Education Research》2004,10(2):255-271

Students training to become teachers of science to children aged between 7 to 11 years used principles of reflective practice linked to participatory approaches in their curriculum planning and evaluation. A central part of the work was to enable them to introduce aspects of education for sustainability to their pupils. Students first undertook a process of clarifying their ideas and concerns about education for sustainability. They went on to develop aims that should help them to achieve a series of objectives that they identified. Teaching schemes were created and trialled in the classroom. A semi‐quantitative evaluation instrument was devised based on the objectives that had been set, allowing judgements to be made about the effectiveness of the teaching approaches used.  相似文献   

Points from the SENCo-Forum     

Klaus Wedell  Chris Stevens  Terry Waller  & Lydia Matheson 《British Journal of Special Education》1998,25(1):41-42

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Leadership and inclusion: a special school perspective     

Robin Attfield  & Chris Williams 《British Journal of Special Education》2003,30(1):28-33

In July 2002, the National College for School Leadership (NCSL) held a 'Leading Edge' seminar focused on the contribution that leaders in special schools can make to the development of Inclusive policies and practices. The day gave colleagues working in specialist contexts an opportunity to share examples and experiences of current initiatives and to speculate about future trends and developments in inclusive education. In this article, Robin Attfield and Chris Williams, Assistant Directors in Programmes and Research respectively at the NCSL, explore the context in which the seminar took place and some of the themes and issues that emerged from discussion on the day. At the end of their paper, they summarise the key messages that the special school leaders who attended the seminar wished to communicate to a wider audience and articulate a further role for leaders in special schools in the development of inclusion.  相似文献   

Book Reviews     

Peter Richardson  Anthony Watkinson  Louise Watts  Christine Reid  Chris Shelley  Nigel Lees  Andrea Powell  Martin Richardson  Anthony Watkinson  Anthony Watkinson  Sophie Leighton  Andrea Powell 《Learned Publishing》2003,16(3):226-238

Serial Publications: Guidelines for Good Practice in Publishing Printed and Electronic Journals, 2nd edition, by Diane Brown, Elaine Stott and Anthony Watkinson Association of Learned and Professional Society Publishers 2003, £27 (members), £30 (non‐members), 108 pp., paperback. ISBN 0‐907341‐22‐5. Available from http://www.alpsp.org/pub3.htm The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington DC. Release 1.0, 2002. Available at: www.arl.org/sparc The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington, DC. Release 1.0, 2002. Available at: www.arl.org/sparc Internet Law: Text and Materials by Chris Reed Butterworths Tolley, 2000, £24.95, paperback. ISBN 0406981418 Intellectual Property Law by Lionel Bently and Brad Sherman Oxford University Press, Oxford, 2001, £32.99 (paperback), 1136 pp. ISBN 0‐19‐876343‐3 Clearing the Way: Copyright Clearance in UK Libraries by Elizabeth Gadd LISU Occasional Paper no. 31, Library & Information Statistics Unit (LISU), Department of Information Science, Loughborough University. ISBN 1 901786 51 X Electronic Journals and User Behaviour: Learning for the Future from the SuperJournal Project by David Pullinger and Christine Baldwin Deedot Press, 2002, £14.95. ISBN 0‐954‐2924‐0‐5 Electronic Ecology: A Case Study of Electronic Journals in Context by Karla L. Hahn Association of Research Libraries, 79 pp., 2001, $45. ISBN 0‐918006‐46‐1 The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm E‐Serials, Publishers, Libraries, Users and Standards, 2nd edn, edited by Wayne Jones The Haworth Press Inc., 2003, 294 pp. paperback ISBN 0789012294  相似文献   

The End of the Beginning – or as Far as We Go?     

Chris Duke 《Higher Education Quarterly》2005,59(3):242-250

Predicting whether higher education systems will lead to wider and more equitable participation calls for multiple perspectives going outside the European and Anglophone worlds, and beyond looking education also to other sub‐systems of society and government. This reminds us to consider need as well as supply and demand, the importance of place and regions, and the new salience of ‘engagement’, as well as the vital importance of different cultural contexts for what they determine and allow for universalising higher education systems. More or less deep‐reaching curriculum changes may occur. Seven different possible models for the future of HE are proposed, concluding with a prognosis as to what scenario is likely to prevail.  相似文献   

Committee on science and the arts     

R.B. Owens 《Journal of The Franklin Institute》1917,183(3):359-360

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Urban Regimes,Intermediary Organization Networks,and Research Use: Patterns Across Three School Districts     

Janelle Scott  Elizabeth DeBray  Christopher Lubienski  Priya Goel La Londe  Elise Castillo  Stephen Owens 《Peabody Journal of Education》2017,92(1):16-28

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Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion     

Julie Sarno Owens  Madeleine E. Schwartz  William P. Erchul  Lina K. Himawan  Steven W. Evans  Erika K. Coles 《Journal of educational and psychological consultation》2017,27(4):411-436

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.  相似文献