Research Portfolio Analysis in Science Policy: Moving from Financial Returns to Societal Benefits     

Matthew L. Wallace  Ismael Rafols 《Minerva》2015,53(2):89-115

  相似文献   

Development of the social network b-learning in the University of Alicante     

Francisco Miguel  Martinez-  Verdu Maria  Jose Rodriguez  Jaume Herminia  Provencio Garrigos  Jasone  Mondragon-Lasagabaster Juan  Ramon  Rico-Juan Juan  Ignacio Ferreiro  Prieto Mar  Iglesias Natalia  Albaladejo-Blazquez Maria  Dolores de  Fez Saiz  Valentin Viqueira  Perez Jose  Tomas Garcia  Garcia  M  Dolores  Fernandez-P ascual  EnarRuiz-Conde Begona  Lucia Fuster  Garcia Josefa  Parreno-Selva Diana  Jareno Ruiz  Esther Perales  Romero Elisabet  Chorro Calderon 《美中教育评论》2010,(12):54-69

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.  相似文献   

Taking Self-Excitations Seriously: On Angel's Initial Condition     

Laraudogoitia  Jon Perez 《The British journal for the philosophy of science》2003,54(2):319-326

  相似文献   

On a (Supposedly) Plausible Extension of Newtonian Collision Dynamics     

Laraudogoitia  Jon Perez 《The British journal for the philosophy of science》2004,55(2):365-370

  相似文献   

Classical Particle Dynamics, Indeterminism and a Supertask     

Laraudogoitia  Jon Perez 《The British journal for the philosophy of science》1997,48(1):49-54

  相似文献   

Towards an Understanding of Minority Education in Israel: the case of the Bedouin Arabs of the Negev     

Ismael Abu Saad 《比较教育学》1991,27(2):235-242

  相似文献   

The effect of flipped learning on EFL students’ writing performance,autonomy, and motivation     

Challob  Alaá Ismael 《Education and Information Technologies》2021,26(4):3743-3769

Education and Information Technologies - Though flipped learning has positively impacted teaching English writing, its usefulness in developing students’ English writing performance,...  相似文献   

Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year,Low-Income Students     

Perez  Rosemary J.  Acuña  Arely  Reason  Robert D. 《Innovative Higher Education》2021,46(6):623-641

Innovative Higher Education - This embedded case study leveraged Rendón’s (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g.,...  相似文献   

Structured extracurricular activities among adolescents: Findings and implications for school psychologists     

Rich Gilman  Joel Meyers  Laura Perez 《Psychology in the schools》2004,41(1):31-41

One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non‐structured, and non‐cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal‐social variables (i.e., self‐concept, life satisfaction), as well as potential preventive effects for youths considered to be “at‐risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school‐based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004.  相似文献   

Is the supply of continuing education in the anatomical sciences keeping up with the demand? Results of a national survey          下载免费PDF全文

Adam B. Wilson  J. Bradley Barger  Patricia Perez  William S. Brooks 《Anatomical sciences education》2018,11(3):225-235

Continuing education (CE) is an essential element in the life‐long learning of health care providers and educators. Despite the importance of the anatomical sciences in the training and practice of clinicians, no studies have examined the need/state of anatomy‐related CE nationally. This study assessed the current landscape of CE in the anatomical sciences to contextualize preferences for CE, identify factors that influence the perceived need for CE, and examine the association between supply and demand. Surveys were distributed to educators in the anatomical sciences, practicing physical therapists (PTs), and anatomy training programs across the United States. Twenty‐five percent (9 of 36) of training programs surveyed offered CE, certificates, or summer series programs related to anatomy. The majority of PTs (92%) and anatomy educators (81%) felt they had a potential or actual need for anatomy related CE with the most popular formats being online videos/learning modules and intensive, hands‐on workshops. The most commonly perceived barriers to participating in CE for both groups were program location, cost, and duration, while educators also perceived time of year as a significant factor. Logistic regression analyses revealed that no investigated factor influenced the need or desire for PTs to engage in anatomy related CE (P ≤ 0.124), while teaching experience and the highest level of learner taught significantly influenced the perceived need among anatomy educators (P < 0.001). Overall, quantitative and qualitative analyses revealed a robust need for CE that strategically integrates anatomy with areas of clinical practice and education. Anat Sci Educ 11: 225–235. © 2017 American Association of Anatomists.  相似文献