Proceedings, 111th Annual Meeting Medical Library Association, Inc. Minneapolis, MN May 13�C18, 2011     

Kristine M Alpi  Diana Delgado 《Journal of the Medical Library Association》2012,100(1):E1-E26

  相似文献   

The relationship of individualism–collectivism and self-construals to communication styles in India and the United States     

Suraj Kapoor  Patrick C. Hughes  John R. Baldwin  Janet Blue   《Int J Intercult Relat》2003,27(6):683-700

This study investigated the high-/low-context communication construct in terms of individualistic and collectivist values and self-construals. European American students studying in the United States and Indian students studying in India rated 80 communication statements, 29 self-construal statements and 34 value (individualism/collectivism) statements to examine cultural differences in each construct. As expected, Indians rated themselves as more collectivistic, having more interdependent self-construals, and preferring silence and indirect communication than Americans. Contrary to prior theorization, Indians also rated themselves as more dramatic and more individualistic. Several other expected differences were not apparent in this study. These findings show complex subtleties that defy simple definition by the common rubrics or generalizations of individualism/collectivism, self-construal, or high- and low-context behaviors.  相似文献   

Credentialling competency based education and training: a review of the literature     

Chris Hughes  Jan McLean  Greg Ryan  Susan Toohey 《Studies in Continuing Education》2013,35(1):52-71

This paper summarises the results of a literature review conducted in late 1993 on issues related to the credentialling of competency based education and training. The credentialling review focused on seven major issues: describing the minimum requirments for a qualification; distinguishing different qualification levels; issuing statements and qualifications gained by the recognition of prior learning; using short courses to build a qualification; recording the results of competency based assessments; responsibility for keeping the records of individual achievement; and, whether the exact competencies held should be recorded on a qualification. The recent (1993) move by the National Training Board to abandon any general criteria for the determination of qualification levels and to rely solely on the advice of the relevant Competency Standards Body when determining the level of a qualification emerges as a significant development in Australian credentialling. This abandonment of general criteria,which mirrors a development in theUK system, may yet undermine the goal of achieving a more rational qualifications system in Australia. It was clear from the review that the issues and trends in the accreditation of competency based education and training in Australia, and the problems encountered, have broad parallels in the UK experience. It was also clear that much of the story is yet to unravel, and that many issues remain unresolved.  相似文献   

Students' choices in Portuguese higher education: influences and motivations     

Diana Dias 《European Journal of Psychology of Education - EJPE》2013,28(2):437-451

Students face significant pressures in their decision about their career plan. These pressures are simultaneously internal and external, personal and social, individual and from the reference group. The present paper aims at understanding the reasons driving students' choices, perceived needs, and aspirations. Moreover, it discusses the major influences/pressures of the student's choice and tries to understand how choice is affected by the students' socioeconomic and cultural background and other factors such as institutional reputation or “professional heritage.” The construction of the career plan is analyzed by applying a qualitative analysis methodology through content analysis of the freshmen discourses. The results point out the relevance of social status, intelligence, gender, competences, values, and interests of each person for the construction of his/her career plan. All these levels are highly influenced by self-esteem, which is closely related to the social value of career options and paths. The more central the variable self-esteem is, the less susceptible it will become to change other variables such as educational level, profession accessibility, or gender adequacy.  相似文献   

Teachers’ conceptions of quality and organisational values in higher education: compliance or enhancement?     

Jan Kleijnen  Diana Dolmans  Jos Willems  Hans Van Hout 《Assessment & Evaluation in Higher Education》2013,38(2):152-166

Teachers are often assumed to have a negative attitude towards quality endeavours of their institutions and to hold defensive organisational values. However, there is little empirical research on this issue. This study focuses on teachers’ conceptions of quality, on their preferred organisational values and on the relationships between the two. A written questionnaire was presented to the teaching staff from 18 departments of universities of applied sciences in the Netherlands (N?=?266). It comprised 18 questions about teachers’ conceptions of quality, representing two quality scales: compliance and accountability and enhancement and improvement. A further 24 questions, related to organisational values, represent two scales that typify flexible organisations, and two that typify control-oriented organisations. The results reveal a neutral score on the compliance and accountability conceptions of quality and on the control-oriented organisational values, and a high score on enhancement and improvement and on the flexibility-oriented values. Both pairs appear to be moderately positively correlated. Despite the need for further qualitative research, it can be concluded that teachers perceive quality first and foremost as enhancement and improvement, rather than as compliance to external standards and accountability. These findings offer interesting perspectives for the further development of an internal quality culture in higher education.  相似文献   

Speaking and listening across the primary curriculum: an entry to improved learning and a focus for CPD     

David Westgate  Maureen Hughes 《Education 3-13》2013,41(5):565-578

This paper reports on the initial stage of an exploratory project based in six primary schools in Newcastle upon Tyne (UK) – and on plans for its extension. The potential value of the project as a curricular initiative is set out, from both practical and research perspectives. Its framing as a vehicle for the continuous professional development (CPD) of the teachers involved is also outlined. The first phase of the project itself is then described in some detail and its results discussed. Outcomes are also identified in order to provide pointers to the continuation stage. Finally, the value of the CPD model adopted is discussed, with particular regard to the choice of the present specific curricular focus.  相似文献   

RETIREMENT NEEDS AND PREPARATION OF RURAL MIDDLE-AGED PERSONS     

J. Conrad Glass  Diana K. Flynn 《Educational gerontology》2013,39(2):109-134

Review of preretirement and retirement literature suggests that attention is placed on similarities of rural and urban persons in their retirement needs and concerns. The existing literature shows a lack of data on perceptions of future retirement needs and retirement actions implemented by rural middle-aged persons (45-64 years old). This study, conducted in three rural counties, had as its purpose to identify the following: (a) issues important in retirement for rural middle-aged persons; (b) preparation plans being made by rural middle-aged persons; (c) rural middle-aged persons perceptions of future needs regarding certain aspects of retirement; and (d) relationship of issues, plans, and perceptions to selected demographic variables. A number of relationships were found between issues identified as Important to Me and items labeled Actions I Have Taken. Study conclusions have implications for those concerned with preretirement education.  相似文献   

REVISION OF PALMORE'S SECOND FACTS ON AGING QUIZ FROM A TRUE‐FALSE TO A MULTIPLE‐CHOICE FORMAT     

Diana K. Harris  Paul S. Changas 《Educational gerontology》2013,39(8):741-754

A study was undertaken to develop for the first time a multiple‐choice version of one of Palmore's true‐false tests on aging knowledge. We were interested in comparing the two formats of the second Facts on Aging Quiz (FAQ2; Palmore, 1981) to determine whether educational measurement improved with a change in format. The multiple‐choice version was administered to 195 introductory sociology students, and the standard true‐false version was given to a second group of 180 introductory sociology students. Compared with the true‐false version, the multiple‐choice version (a) showed a substantial decrease in guessing and thus increased the likelihood that a score was an accurate reflection o respondent's knowledge, (b) had greater internal consistency and reliability, (c) showed a trend toward higher discriminatory power, and (d) identified more specifically some misconceptions about aging.  相似文献   

Silent Films and Strange Stories: Theory of Mind,Gender, and Social Experiences in Middle Childhood     

Rory T. Devine  Claire Hughes 《Child development》2013,84(3):989-1003

In this study of two hundred and thirty 8‐ to 13‐year‐olds, a new “Silent Films” task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film‐based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory‐of‐mind latent factor. With effects of verbal ability and family affluence controlled, theory‐of‐mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory‐of‐mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.  相似文献   

String formatting considered harmful for novice programmers     

Michael C. Hughes  Ma. Mercedes T. Rodrigo 《Computer Science Education》2013,23(3):201-228

In Java, System.out.printf and String.format consume a specialised kind of string commonly known as a format string. In our study of first-year students at the Ateneo de Manila University, we discovered that format strings present a substantial challenge for novice programmers. Focusing on their first laboratory we found that 8% of all the compilation errors and 100% of the exceptional, run-time behaviour they encountered were due to the improper construction of format strings. Format strings are a language unto themselves embedded within Java, and they are difficult for novice programmers to master when learning to program. In this article, we present exemplars of students' problematic interactions with the Java compiler and run-time environment when dealing with format strings, discuss these interactions, and recommend possible instructional interventions based on our observations.  相似文献