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Amanda J. Henderson Heather Alexander Alison Haywood Peta Stapleton Marie Cooke Elizabeth Patterson Megan Dalton Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156
This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting
learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare
settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted.
The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized
through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in
guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of
learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload,
and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because
although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award
a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated
clinical supervisor qualified to perform such activities. 相似文献
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To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.
相似文献
Debra K. MeyerEmail: |
106.
Pascali-Bonaro D 《The Journal of perinatal education》2006,15(3):6-9
In this guest editorial, the author describes the burgeoning efforts of an international collaboration to create the MotherBaby-Friendly Initiative. The initiative will work to improve maternity care for the women, babies, and families of the world. 相似文献
107.
Anthony Potts Debra Edwards David Smith 《Journal of educational administration and history》2010,42(4):383-403
Recently scholars have called for more detailed historical study of the teaching lives of academics across countries, systems and institutions. This article contributes to the research on the professoriate in its widest sense. The article focuses on the disciplinary perspectives and cultures of academic staff employed in one of Australia’s oldest colleges of advanced education during the period 1965–1982. It examines official beliefs, slogans, and truisms, which formed part of these perspectives. Disciplinary perspectives include the academics’ views of the subject, the important problems for the subject, and the criteria of utility of the subject. Australia’s Commonwealth Advisory Committee on Advanced Education saw colleges of advanced education compared to universities enrolling students with different interests, stressing part‐time studies, concentrating on applied courses rather than humanities, being closely attuned to the labour market and workforce needs and being principally teaching institutions. They were to be equal but different to universities, but came to be viewed as equal but cheaper. A crucial issue is the extent to which the disciplinary perspectives of college of advanced education academics matched those that the legislators envisaged. 相似文献
108.
Analysis of Open Access Landscape 总被引:4,自引:0,他引:4
Helen Doyle Andy Gass Debra Lappin Rebecca Kennison 《图书情报工作》2005,49(12):6-13
This paper is created by bounding 5 editorials of Public Library of Science (PLoS) which have written on various aspects of open access. It covers wide range topics of important open access issues, such as from paying for open access to copyright to open access as a public issue, which may be more or less of interest of our audience. 相似文献
109.
A study was conducted to compare on a number of specialized cognitive procedures the performance of high school students designated as learning disabled (LD) with the performance of nonlearning-disabled students experiencing learning difficulties (nonLD). Both groups were then compared with a control group of typical learners. Results indicate that when taken as a group LD and nonLD students differed significantly from a control group of typical learners on 6 of 16 variables. LD students differed from nonLD students with learning difficulties on 5 of 16 variables. The performance of LD and nonLD students with learning difficulties indicates patterns of cognitive functioning that differ from those of typical learners. The possibility of the development of compensatory cognitive styles in LD and nonLD students and their implications are discussed. 相似文献
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