Book review     

Janet Gale 《Instructional Science》1980,9(3):287-289

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Exploring the use of concept chains to structure teacher trainees’ understanding of science     

Janet Varleys  Peter Loxley 《International Journal of Science Education》2013,35(12):1445-1475

This paper reports on a paper and pencil concept‐sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self‐study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key ideas in an increasingly complex and inclusive fashion such that a ‘chain’ is developed where the initial statements are simple and the final ones more complex. Evaluation of the strategy with trainees over a five‐year period revealed promising potential for the strategy as a self‐study tool, as well as an audit tool, enabling tutors to more easily identify misconceptions. There was some evidence that trainees found the strategy useful in preparing themselves to teach in the classroom, possibly by enabling meaningful learning to take place according to the Ausubel–Novak–Gowin theory.  相似文献   

Clinical librarians,a new tribe in the UK: roles and responsibilities     

Janet Harrison  Vera Beraquet 《Health information and libraries journal》2010,27(2):123-132

Aims: The aims of this research were to determine the background, education, training experience, roles and responsibilities of practising Clinical Librarians (CL) in the UK. This paper reports the findings of a survey undertaken in 2007 at the third Clinical Librarian conference. This research builds on research undertaken by Harrison and Sargeant in 2002 and Ward in 2004, and can be considered as part of a longitudinal study of the role of the CL in the UK. Objectives: The objectives of the research were to define and gain a broad understanding of the role of the CL in the UK highlighting similarities and differences amongst the professionals and provide evidence for a baseline of skills and activities for the CL role. The type of sampling used was Judgemental. Results/analysis: Results/analysis detail the skills and activities undertaken by CLs. Searching for information for Clinicians was the activity most frequently undertaken. Developing good relationships with other healthcare professionals was considered essential. Two‐thirds of the respondents held a postgraduate library qualification. Conclusions: Crucially a new model for the UK CL role is derived drawing on the findings of this study and the existing literature.  相似文献   

Grandad's Ashes. By Walter Smith     

Janet Fretwell 《Pastoral Care in Education》2007,25(4):51-52

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Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum     

Dorie J. Gilbert  Mary Lehman Held  Janet L. Ellzey  William T. Bailey  Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.  相似文献   

A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports,Services, and Policies for Young Children with Developmental Delays and Disabilities     

Janet A. Mattern 《Early Childhood Education Journal》2015,43(1):57-67

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Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation     

Janet E. Dyment  Allen Hill  Sherridan Emery 《Environmental Education Research》2015,21(8):1105-1126

In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education.  相似文献   

Boarding schools: A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing     

Anthony Dillon  Rhonda G. Craven  Jiesi Guo  Alexander S. Yeung  Janet Mooney  Alicia Franklin  Rob Brockman 《British Educational Research Journal》2022,48(4):751-770

Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing.  相似文献   

In Fall     

Margaret Janet Acomb 《The Educational forum》2013,77(1)

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Rob Summers     

Janet Cropper  Jean Shaw 《Health information and libraries journal》1991,8(3):189-189

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