Fifteen hundred guidelines and growing: the UK database of clinical guidelines     

van Loo J  Leonard N 《Health information and libraries journal》2006,23(2):95-101

BACKGROUND: The National Library for Health offers a comprehensive searchable database of nationally approved clinical guidelines, called the Guidelines Finder. This resource, commissioned in 2002, is managed and developed by the University of Sheffield Health Sciences Library. METHODS: The authors introduce the historical and political dimension of guidelines and the nature of guidelines as a mechanism to ensure clinical effectiveness in practice. The article then outlines the maintenance and organisation of the Guidelines Finder database itself, the criteria for selection, who publishes guidelines and guideline formats, usage of the Guidelines Finder service and finally looks at some lessons learnt from a local library offering a national service. CONCLUSIONS: Clinical guidelines are central to effective clinical practice at the national, organisational and individual level. The Guidelines Finder is one of the most visited resources within the National Library for Health and is successful in answering information needs related to specific patient care, clinical research, guideline development and education.  相似文献   

A Q factor analysis of college undergraduate students' study behaviours     

Yang Yang  Leonard B. Bliss 《Educational Research and Evaluation》2013,19(6):433-453

This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach – Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a 2-factor structure. Participants exhibiting the 1st behavioural type demonstrated reflective, well-organized study behaviours and favoured high-level thinking; thus were described as “Organized Holistic Learners”. Those exhibiting the 2nd behavioural type were found to manage time poorly and primarily focus on memorizing facts; thus were labelled “Disorganized Procrastinators”. Type 1 students had significantly higher grade point averages (GPAs) than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrolment status. Theoretical and practical implications were discussed.  相似文献   

Gathering data: does it make sense?     

Leonard R. Newton 《Technology, Pedagogy and Education》2013,22(3):379-394

Abstract

Much laboratory work in school science involves observation and measurement; an important development, in recent years, has been the application of computers to this activity. Data-logging techniques have been available to science teachers for some time (outside the United Kingdom [UK], this technology is sometimes known as microcomputer-based laboratories or MBL). It is only relatively recently, however, that data-logging technology has become sufficiently user-friendly and affordable for it to be more widely adopted. The use of sensors, interfaces and data-loggers to capture and record data, and its subsequent display and analysis using computer software, now constitute a realistic alternative to traditional approaches. With the National Curriculum for initial teacher training including information and communications technology now in place in the UK, the time seems opportune to take stock of current use of data-logging methods and to consider how they might be further developed. This article describes how data-logging currently appears to be used in science lessons. It considers how the demands of the National Curriculum have shaped current practice, and argues for a shift of emphasis in the pupils' role in data-logging activities. Some suggestions are then offered for encouraging pupils to engage in more interpretative activity, which recent software readily supports.  相似文献   

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning     

Leonard A. Annetta  Wendy M. Frazier  Elizabeth Folta  Shawn Holmes  Richard Lamb  Meng-Tzu Cheng 《Journal of Science Education and Technology》2013,22(1):47-61

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.  相似文献   

ONE APPROACH     

Leonard M. Ridini 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):275-278

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中美大对比:在哪儿幸福更容易?     

Barry Cunningham  Leonard 《英语辅导》2013,(10):23-25

在中国涌现"出国热"的那几年,我们的父辈以及我们都在向往着国外的福利、教育和生活环境。有时候梦见自己身处国外都会是一件乐事,值得人们茶余饭后聊上半天。长大以后,随着国外的YouTube、Twitter和国内各类视频网站以及微博客的兴起,我们越来越多地了解到国外也有贫民窟、国外也有经济危机和失业、国外也有腐败和民主上的不完善,而更可怕的是,国外还有允许携带私人枪支的国民……出国,真的有那么好吗?在这篇文章里,一个地地道道的纽约人将向你叙述一个他自己总结出的结论:在中国,要幸福,并不需要太多。  相似文献   

How Haptics and Drawing Enhance the Learning of Anatomy     

Stephen Reid  Leonard Shapiro  Graham Louw 《Anatomical sciences education》2019,12(2):164-172

Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis.  相似文献   

A Comparison of Tests for Equality of Two or More Independent Alpha Coefficients     

Seonghoon Kim  Leonard S. Feldt 《Journal of Educational Measurement》2008,45(2):179-193

This article extends the Bonett (2003a) approach to testing the equality of alpha coefficients from two independent samples to the case of m ≥ 2 independent samples. The extended Fisher-Bonett test and its competitor, the Hakstian-Whalen (1976) test, are illustrated with numerical examples of both hypothesis testing and power calculation. Computer simulations are used to compare the performance of the two tests and the Feldt (1969) test (for m = 2) in terms of power and Type I error control. It is shown that the Fisher-Bonett test is just as effective as its competitors in controlling Type I error, is comparable to them in power, and is equally robust against heterogeneity of error variance.  相似文献   

The Global/Local Book Publishing (R)evolution     

Leonard S. Marcus 《Publishing Research Quarterly》2016,32(1):64-69

In the decades since the Second World War, interest in Western-style children’s books has expanded in tandem with the growth of a literacy-minded global middle class. Now, as publishing for young people takes root for the first time in nations as economically and culturally diverse as Mexico, Saudi Arabia, and China, the opportunities for rights exchanges, co-editions, and other forms of industry cooperation across national and cultural borders are greater than ever.  相似文献   

Time and response matching with topographically different responses     

John Hanson  Leonard Green 《Learning & behavior》1986,14(4):435-442

Four pigeons were exposed to several nonindependent concurrent variable-interval schedules of reinforcement. One schedule component required a keypecking response; the other component required a treadlepressing response. The birds matched the ratio of their behavior (as measured by responses and time) between the two topographically different responses to the ratio of reinforcement in those two components. When additional foods not contingent on a keypeck or treadle-press were then added, the birds matched time spent in the components to total rates of food delivered in those components; response matching was somewhat disrupted. The matching law, developed under concurrent variable-interval schedules requiring similar responses, can thus account for choice behavior involving topographically different responses.  相似文献