Peter Craddock     

Penny Bonnett  David Owen  Linda Houston 《Health information and libraries journal》2015,32(2):161-162

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Research characteristics on health law in China: Social network analysis     

Qing Chang  Chao Long  Mark A. Hall  Zhiguang Duan 《The Journal of Academic Librarianship》2019,45(2):126-136

To determine the nature and extent of the emerging field of “health law” scholarship in China, we retrieved 2956 publications about various aspects of health law published up through 2014 in 268 journals from the “Chinese Social Science Citation Index” and from the list of Chinese “Core Journals” maintained by the Peking University Library. By bibliometric analysis, we observed some interesting results which were different from our expectations. The collaboration network among Chinese health law (CHL) authors was relatively small, loose, unstable and early in its development. Kan Tian and Lixin Yang were leading authors, Renmin University of China was the primary institution, and Beijing was the predominant region studying Chinese health law (CHL). Kan Tian ranked 1st in the collaboration network and Lixin Yang published the most number of articles on CHL. Comprehensive universities made up the majority of institutions studying CHL, while medical colleges did not focus on health law research, possibly due to medical schools focusing mainly on clinical education and not attaching as much importance to social and humanistic aspects of medicine. Food safety, health administration, and the general principles of civil law were the main areas of focus in CHL research, which is basically in line with what we expected.  相似文献   

How stable is the stratification of higher education in England and Scotland?     

David Raffe  Linda Croxford 《British Journal of Sociology of Education》2015,36(2):313-335

This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for 1996–2010, the article finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status differences between sectors towards the end of the period. The main exception was a slight ‘upgrading’ of new (post-1992) universities in Scotland early in the period. There was little change in the association of institutional sector with social class, but in England the association with private secondary schools became slightly stronger and the association with ethnicity weakened.  相似文献   

The development of student teachers’ research knowledge,beliefs and attitude     

Wietse van der Linden  Anouke Bakx  Anje Ros  Douwe Beijaard  Linda van den Bergh 《师资教育杂志》2015,41(1):4-18

This study reports on the development of second-year student teachers’ knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.  相似文献   

Mastery Motivation in Children with Intellectual Disability: Is there Evidence for a Down Syndrome Behavioural Phenotype?     

Linda Gilmore  Monica Cuskelly  Melissa Browning 《International Journal of Disability, Development & Education》2015,62(3):265-275

The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported.  相似文献   

Technology integration coursework and finding meaning in pre-service teachers’ reflective practice     

Royce Kimmons  Brant G. Miller  Julie Amador  Christopher David Desjardins  Cassidy Hall 《Educational technology research and development : ETR & D》2015,63(6):809-829

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Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature     

Jenny Olin Shanahan  Elizabeth Ackley-Holbrook  Eric Hall  Kearsley Stewart  Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.  相似文献   

The Tech Trajectory: Examining the Role of College Environments in Shaping Students’ Interest in Computing Careers     

George  Kari L.  Sax  Linda J.  Wofford  Annie M.  Sundar  Sarayu 《Research in higher education》2022,63(5):871-898

Research in Higher Education - Computing career opportunities are increasing across all sectors of the U.S. economy, yet there remains a serious shortage of college graduates to fill these jobs....  相似文献   

Exploring kindergarten teachers’ classroom practices and beliefs in writing     

Guo  Ying  Puranik  Cynthia  Dinnesen  Megan Schneider  Hall  Anna H. 《Reading and writing》2022,35(2):457-478

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Teaching Science as a Process,Not a Set of Facts     

Öberg  Gunilla  Campbell  Alice  Fox  Joanne  Graves  Marcia  Ivanochko  Tara  Matsuchi  Linda  Mouat  Isobel  Welsh  Ashley 《Science & Education》2022,31(3):787-817

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...  相似文献