Doctors' and patients' use of the Internet for healthcare: a study from one general practice     

Rose PW  Jenkins L  Fuller A  Shepperd S 《Health information and libraries journal》2002,19(4):233-235

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Clinical librarians at Barnet Primary Care NHS Trust: addressing the information requirements of clinical governance     

Reid L  Ikkos G  Hopkins W 《Health information and libraries journal》2002,19(1):52-55

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How to Get Published in a Peer Reviewed Journal: Reflections on Panel Discussion at the International Council for Open and Distance Education: World Conference on Online Learning 16–19th October 2017, Toronto,Canada     

Lucy Rai 《Open Learning》2018,33(1):70-74

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Transforming SIBTEST to Account for Multilevel Data Structures          下载免费PDF全文

Brian F. French  W. Holmes Finch 《Journal of Educational Measurement》2015,52(2):159-180

SIBTEST is a differential item functioning (DIF) detection method that is accurate and effective with small samples, in the presence of group mean differences, and for assessment of both uniform and nonuniform DIF. The presence of multilevel data with DIF detection has received increased attention. Ignoring such structure can inflate Type I error. This simulation study examines the performance of newly developed multilevel adaptations of SIBTEST in the presence of multilevel data. Data were simulated in a multilevel framework and both uniform and nonuniform DIF were assessed. Study results demonstrated that naïve SIBTEST and Crossing SIBTEST, ignoring the multilevel data structure, yield inflated Type I error rates, while certain multilevel extensions provided better error and accuracy control.  相似文献   

Science Fiction in Education: case studies from classroom implementations     

Charalambos Vrasidas  Lucy Avraamidou  Katerina Theodoridou  Sotiris Themistokleous  Petros Panaou 《Educational Media International》2015,52(3):201-215

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Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes     

Romy Lawson  Tracy Taylor  Erica French  Eveline Fallshaw  Cathy Hall  Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献   

Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments     

Lucy Avraamidou 《Journal of Science Teacher Education》2014,25(7):823-843

Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher preparation, as a means for supporting beginning elementary teachers develop reform-minded science teaching identities. Essentially, the purpose of this paper is to explore the links between teacher identity, reform recommendations, and informal science environments. In doing so, a discussion of the theoretical construct of teacher identity in conjunction with reform recommendations is offered, followed by a summary of existing literature about the challenges that beginning elementary teachers face. Subsequently, the advantages and unique opportunities that informal science environments offer for teacher learning and development are discussed through a review of related literature. Following this review, a set of theoretical and methodological limitations of existing literature are identified. Based on these limitations, a research agenda is framed to address the theoretical, methodological and research implications that the idea of integrating informal science environments and approaches to elementary teacher preparation holds.  相似文献   

Art School Building: the Old/New Chelsea     

Lucy Howarth 《The International Journal of Art & Design Education》2014,33(2):258-271

In the wake of the recent demolition of the 1965 Chelsea School of Art building on Manresa Road in London, this article seeks to explore the relationship between art school architecture and art school pedagogy. Research on art school buildings, both national and international, and British art school education of the 1960s, is brought to bear, on the former ‘New School of Art in Chelsea’ building. In addition to an account of how this building came about, drawn from archival records and interviews with architects and former Chelsea students and staff, the correlation of utopianist values in post‐war British society, modernist architecture and higher education in art is examined. The reports of the National Advisory Council on Art Education (NACAE), which, in the 1960s, ushered in fundamental changes to British art education, are touched upon, and an account of the building design developed between art educationalists (including Chelsea Principal Lawrence Gowing and Chairman of the NACAE William Coldstream) and architects of the London County Council, is given. Photographs of the building, in the 1960s and during its demolition in 2010, are included. In addition to a historical account and case‐study, and despite the difficulties inherent, art school building is approached as an imaginative and socio‐political gesture, as a utopian act; ‘art school building’ in both senses (‘building’ as a verb and as a noun).  相似文献   

The physics and metaphysics of identity and individuality     

Don?HowardEmail author  Bas?C.?van?Fraassen  Otávio?Bueno  Elena?Castellani  Laura?Crosilla  Steven?French  Décio?Krause 《Metascience》2011,20(2):225-251

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BOOK REVIEWS     

Frank Bonner  Patricia French  Michèle Cohen 《Gender and education》2007,19(1):133-138

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