Live and online: using co-streaming to reach users     

Handler L 《Medical reference services quarterly》2011,30(2):120-129

The increase in distance education students and the changing preferences for online instruction led the Health Sciences Library to seek creative approaches to traditional classroom instruction. Library instructors compared two different class formats: online-only classes and in-person classes with online sections. The second format, called "co-streaming," provided instruction in traditional classroom and virtual environments at the same time. A postclass survey was used to gather users' evaluations of the instruction and the format via which it was offered. This paper examines the user response to, and satisfaction with, the co-streaming classes.  相似文献   

Radicalism in composition pedagogy     

Axel Polleres  Holger Lausen  Rubén Lara 《Academic Questions》1992,5(2):76-80

For the Record

Radicalism in composition pedagogy  相似文献   

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature     

Lara Kathleen Smetana  Randy L. Bell 《International Journal of Science Education》2013,35(9):1337-1370

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.  相似文献   

Doctoral students’ use of examples in evaluating and proving conjectures     

Lara Alcock  Matthew Inglis 《Educational Studies in Mathematics》2008,69(2):111-129

This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future research.

Matthew InglisEmail:

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Worthwhile work? Childcare,feminist ethics and cooperative research practices     

Yarrow Andrew  Lara Corr  Connie Lent  Maeve O'Brien  Jayne Osgood  Margaret Boyd 《Gender and education》2018,30(5):553-568

Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned.  相似文献   

Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability   总被引：4，自引：0，他引：4  

Geary DC  Hoard MK  Byrd-Craven J  Nugent L  Numtee C 《Child development》2007,78(4):1343-1359

Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.  相似文献   

Croatian survey on critical results reporting     

Lara Milevoj Kopcinovic  Jasenka Trifunovi?  Tihana Pavosevic  Nora Nikolac 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):193-202

Introduction

Poor harmonization of critical results management is present in various laboratories and countries, including Croatia. We aimed to investigate procedures used in critical results reporting in Croatian medical biochemistry laboratories (MBLs).

Materials and methods

An anonymous questionnaire, consisting of 24 questions/statements, related to critical results reporting procedures, was send to managers of MBLs in Croatia. Participants were asked to declare the frequency of performing procedures and degree of agreement with statements about critical values reporting using a Likert scale. Total score and mean scores for corresponding separate statements divided according to health care setting were calculated and compared.

Results

Responses from 111 Croatian laboratories (48%) were analyzed. General practice laboratories (GPLs) more often re-analyzed the sample before reporting the critical result in comparison with the hospital laboratories (HLs) (score: 4.86 (4.75-4.96) vs. 4.49 (4.25-4.72); P = 0.001) and more often reported the critical value exclusively to the responsible physician compared to HLs (4.46 (4.29-4.64) vs. 3.76 (3.48-4.03), P < 0.001). High total score (4.69 (4.56-4.82)) was observed for selection of the critical results list issued by the Croatian Chamber of Medical Biochemistry (CCMB) indicating a high harmonization level for this aspect of critical result management. Low total scores were observed for the statements regarding data recording and documentation of critical result notification.

Conclusions

Differences in practices about critical results reporting between HLs and GPLs were found. The homogeneity of least favorable responses detected for data recording and documentation of critical results notification reflects the lack of specific national recommendations.Key words: critical results, laboratory testing, quality indicators, survey, post-analytical phase  相似文献   

Enacting Social Change Along the Cultural Identity Spectrum: Intercultural Identity Construction in Faith-Based Community Organizations     

Lara Lengel  Heather Holdsworth 《Journal of International and Intercultural Communication》2015,8(3):249-267

This study employs Cultural Identity Spectrum Theory to analyze identity construction and positioning of faith-based nonprofit organizations (FBOs). Intercultural communication studies have not adequately analyzed religion and identity, particularly as they intersect with socio-economic class and racial marginalization. Because religion is one of the most conflict-ridden social divides, the study situates FBOs as important (inter)cultural sites, and traces an FBO's Secular–Religious location on the Cultural Identity Spectrum to critically engage cultural discourses surrounding the organization, to shift its identity to serve historically marginalized groups. Building on the dialectical approach the study interrogates challenges of creating partnerships with diverse community stakeholders to promote enduring and far-reaching social change.  相似文献   

The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education     

Beverly J. Irby  Fuhui Tong  Rafael Lara–Alecio 《Multicultural Perspectives》2013,15(3):130-137

In this article the authors postulate a mutual symbiosis between multicultural and inclusive bi-lingual education. Combining bi-lingual and multicultural education to create a symbiotic relationship can stimulate reform in schools and can promote inclusive educational systems, thereby keeping native languages and cultures alive for minority students and enhancing native English speakers’ language and cultural understandings.  相似文献   

Social and educational modernisation in Spain: the work of Segell Pro Infància in Catalonia (1933–1938)     

Avelina Miquel Lara  Bernat Sureda Garcia 《Paedagogica Historica: International Journal of the History of Education》2018,54(4):410-432

During the Second Republic of Spain (1931–1939) and within the framework of ambitious social reform, the government of the Generalitat of Catalonia launched a social and educational assistance system. This new system would be independent, modern, and capable of surpassing the traditional welfare system based on religious charity that was predominant in Spain at the time. One of the initiatives performed to obtain funding consisted of the sale of Christmas seals, whose earnings would be allocated to the fight against childhood tuberculosis. The Segell Pro Infància organisation was created for this purpose. This article analyses the origins of this institution within the socio-political context of Catalonia during the Second Republic and the Spanish Civil War, in addition to its work and activities during its brief existence. The series of actions financed by Segell were primarily directed at improving institutions that provided a social welfare system, such as crèches and nursery schools. In this analysis, the commitment of early twentieth-century Catalan nationalism to social and educational modernisation, in addition to its development of social justice policies, is revealed. This reform fits into the framework of a broader pro-sovereignty project in which Catalonia would build state structures independent of Spain.  相似文献