Succeeding in Academic Medicine: A Roadmap for Diverse Medical Students and Residents     

Len Levin 《Journal of the Medical Library Association》2021,109(3):518

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Autobiography in science education: Greater objectivity through local knowledge     

Angela Calabrese Barton  Darkside 《Research in Science Education》2000,30(1):23-42

In our paper we argue that (1) autobiography ought to be considered both the telling of one's story and the using of that story with others to understand and use difference productively, and (2) autobiography (as telling and interacting) dismantles the universalistic tug of science and replaces it with a push for science as local knowledge. To accomplish this dual task, we share selective autobiographical accounts of lives (autobiography as telling), and then use these accounts to have a conversation about urban science education (autobiography as interacting). Following these autobiographical accounts we then discuss how our different stories apart and together provide a greater objective insight into what it means to come-to-know science. When talking about their lives, people lie sometimes, forget a lot, exaggerate, become confused, and get things wrong. Yet, they are revealing truths. These truths don't reveal the past “as it actually was,” aspiring to a standard of objectivity. They give us instead the truths of our experiences. (Personal Narratives Group (PNG), 1989, p. 261)  相似文献   

Editorial     

Len Stewin 《International journal for the advancement of counseling》1995,18(2):59-59

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Placing Data in the Land of 10,000 Lakes: Navigating the History and Future of Geospatial Data Production,Stewardship, and Archiving in Minnesota     

Kevin R. Dyke  Ryan Mattke  Len Kne  Shawn Rounds 《Journal of Map & Geography Libraries》2016,12(1):52-72

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Bibliotherapy: tracing the roots of a moral therapy movement in the United States from the early nineteenth century to the present     

Len Levin  Ruthann Gildea 《Journal of the Medical Library Association》2013,101(2):89-91

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Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics’          下载免费PDF全文

Len Unsworth  Mary Macken‐Horarik 《English in Education》2015,49(1):56-79

As well as maintaining the central role of literature, the new Australian Curriculum: English emphasises the multimodal nature of literacy and requires students in primary and secondary schools to develop explicit knowledge about visual and verbal grammar as a resource for text interpretation and text creation. This study investigated the use of visual grammatics in interpreting picture books by students across Years Four, Five, Seven and Ten following an intensive professional learning programme undertaken by their teachers. A proposed framework describes variation in students' interpretive stance from tactical to diegetic to semiotic. Levels of student semiotic understanding are differentiated and differences between students' oral and written interpretations are discussed in relation the need for explicit teaching of written interpretive responses to multimodal literary texts, drawing on an articulated visual and verbal grammatics appropriate to the teaching of English in primary and secondary schools.  相似文献   

Marking the Difference: An investigation of the criteria used for assessing undergraduate dissertations in a business school     

Len Hand  Debbie Clewes 《Assessment & Evaluation in Higher Education》2000,25(1):5-21

Although the outcomes of a first degree are complex, UK universities continue to use a single measure for grading the student's performance—namely the degree classification. This classification has significant implications for the student, prospective employers, and for the awarding institution. There is some evidence of changing perceptions of degree classes, for example that third class (and even, in some cases, lower second class) awards are unacceptable. At the same time there is concern about maintenance of quality standards in HE, and of possible grade inflation. The final degree class, although a single measure, results from an accumulation of marks achieved throughout the degree course; it is the combined weighting of individual tutor marks which ultimately determines the student's degree class. This study focuses on the marking process, and the application of criteria within one final year module—the dissertation. The dissertation formed a significant part of the final degree weighting, and there was evidence of the use of different criteria and approaches to marking by staff within the faculty. The study employed a qualitative research methodology—including: a structured group discussion where the issue of criteria was raised and brainstormed; and a questionnaire to staff which asked open questions about the criteria which each used when marking dissertations. The responses were analysed, and common ground and differences identified. Questions are raised concerning (a) the tension which surfaces within the marking process, between individual tutor freedom and institutional demands, and (b) staff development opportunities within the marking process.  相似文献   

Special Issue: Culture and science education in the 21st century Journal of research in science teaching     

Eileen R. Carlton Parsons  Angela Calabrese Barton 《科学教学研究杂志》2011,48(10):1233-1233

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Visual phonics: an English code buster?     

Woolsey ML  Satterfield ST  Roberson L 《American annals of the deaf》2006,151(4):452-457

Visual phonics is an instructional program to provide print awareness, alphabet knowledge, and sound-letter correspondence for children with hearing loss who experience difficulty developing a foundation of phonemic awareness skills. Its purpose is "to clarify the sound symbol relationship between spoken English and print" (Waddy-Smith & Wilson, 2003, p. 15). It is implemented in numerous school districts, particularly in California and Florida, and can be learned in a 2-day workshop. Administrators, teachers, and speech pathologists see potential benefit in using Visual Phonics to help students with hearing loss raise their achievement scores in reading and spelling. However, it is critical to note that Visual Phonics has virtually no research base. Researchers, teachers, and speech pathologists are called upon to collect their data and begin research on the effectiveness of Visual Phonics. This is a case in which the research-to-practice gap must be closed.  相似文献   

Red shirt colour is associated with long-term team success in English football   总被引：1，自引：0，他引：1  

Attrill MJ  Gresty KA  Hill RA  Barton RA 《Journal of sports sciences》2008,26(6):577-582

The colour of sportswear has been shown to influence the outcome of bouts for several different combat sports. The generality of these effects, and whether they extend to collaborative forms of contests (team sports), is uncertain. Since 1947, English football teams wearing red shirts have been champions more often than expected on the basis of the proportion of clubs playing in red. To investigate whether this indicates an enhancement of long-term performance in red-wearing teams, we analysed the relative league positions of teams wearing different hues. Across all league divisions, red teams had the best home record, with significant differences in both percentage of maximum points achieved and mean position in the home league table. The effects were not due simply to a difference between teams playing in a colour and those playing in a predominantly white uniform, as the latter performed better than teams in yellow hues. No significant differences were found for performance in matches away from home, when teams commonly do not wear their "home" colours. A matched-pairs analysis of red and non-red wearing teams in eight English cities shows significantly better performance of red teams over a 55-year period. These effects on long-term success have consequences for colour selection in team sports, confirm that wearing red enhances performance in a variety of competitive contexts, and provide further impetus for studies of the mechanisms underlying these effects.  相似文献