Becoming business critical: Knowledge for Healthcare          下载免费PDF全文

Sue Lacey Bryant  David Stewart  Louise Goswami  Maria J. Grant 《Health information and libraries journal》2016,33(3):167-171

Significant progress has been made in implementing Knowledge for Healthcare. This editorial reports the central contribution of effective partnerships and the involvement of librarians and knowledge specialists in this work. There are compelling business priorities. Key elements of work‐streams on demonstrating impact, workforce development and streamlining are indicated, along with areas of growing importance – knowledge management, embedded roles and health information for the public and patients. Knowledge, and the skills to help people to use it, are business critical.  相似文献   

Reading comprehension disabilities: Knowledge structures and non-accommodating text processing strategies     

Katherine Maria  Walter H. MacGinitie 《Annals of dyslexia》1982,32(1):31-59

  相似文献   

The quality of teaching and learning via videoconferencing   总被引：3，自引：0，他引：3  

Damian Knipe  & Maria Lee 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(3):301-311

Now that videoconferencing is being widely used for the delivery of mass lectures between sites, there is concern that the quality of teaching and learning experienced, using this method of delivery, is not as good as that experienced in a traditional classroom situation. The study aimed to investigate this concern by using a research diary to collect information on classroom activities and cognitive outcomes which students at local and remote sites experienced over a ten–week period. The results indicated that remote site students did not experience the same quality of teaching and learning as local site students.  相似文献   

Networks of international student mobility: enlargement and consolidation of the European transnational education space?     

Eva Maria Vögtle  Michael Windzio 《Higher Education》2016,72(6):723-741

  相似文献   

Teaching and learning conceptions in Engineering Education: an innovative approach on Mathematics     

Mario Neto Borges  Maria Do Carmo Narciso Silva Goncalves  Flavio Macedo Cunha 《European Journal of Engineering Education》2003,28(4):523-534

A worldwide problem in Engineering education is the high rates of students' failure and drop out particularly at the beginning of the course. This is related to the process by which students learn Mathematics. An innovative methodology of teaching calculus was developed and it is presented in this paper. The approach, based on both course modularisation and the error theory, is student centred. It fosters student/lecturer commitment and emphasizes continuous assessment of the process. Knowledge, in this work, is regarded as a construction and reconstruction process based on phenomenological and hermeneutic concepts. Survey results demonstrated the effectiveness of the applied methodology.  相似文献   

Action as narration/narration as action: reading Maud Gonne’s auto/biographical writings as marginalized knowledges of the historiographical operation     

Maria Tamboukou 《Irish Educational Studies》2018,37(2):243-254

Feminist historians have long argued that women have been absent from history, and recovering their position in the historical discourse has been one of the main projects of academic feminism for the last 40 years. But while women’s marginal position as historical subjects has been recognized and addressed their actual contribution to the historiographical operation is still a grey area that needs further research and exploration. Narratives are at the heart of how women have attempted to write history and it is this marginalized area that I address in this paper by focusing on Maud Gonne’s controversial autobiography, Servant of the Queen, as well as on moments of her correspondence with her life-long friend William Butler Yeats. Gonne’s auto/biographical narratives are read as discursive effects of fierce power relations at play, but are also theorized as recorded processes wherein Gonne as the author of her political story emerges from the margins of knowledge production and actively inserts herself in the discourses of Irish history.  相似文献   

The role of context in a collaborative problem-solving task during professional development     

Giuseppe Ritella  Maria Beatrice Ligorio  Kai Hakkarainen 《Technology, Pedagogy and Education》2016,25(3):395-412

This article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical scenario for subsequent implementation in their schools. The findings provide evidence that some aspects of context management can be explained in terms of explorative (opening problem space) and focused (closing problem space) actions. The results indicate that (a) the focused problem-solving took place when the problem space reached a provisional stability and problem-solvers developed a plan for proceeding with the task, (b) the individual exploration of the context was associated with the process of appropriation of a digital educational environment, and (c) the collective exploration of the context fostered the advancement of collaborative problem-solving and the introduction of new elements in the joint problem space.  相似文献   

Les désorganisations de la répresentation de soi à l'entrée au collège     

Maria Materska  Marie-Hélène Garot  Stéphane Ehrlich 《European Journal of Psychology of Education - EJPE》1987,1(4):61-77

The self-representation of children from 4 grades were studied: 5th grade (10–11 years), 6th grade (11–12 years), 7th grade (12–13 years) and 8th grade (13–14 years). In each class, good pupils (E +) were differentiated from poor pupils (E ?). Each child was asked to assess himself on 12 attitude scales from his point of view (own image, IP), from his teacher's point of view, and from his parents' and friends' (social images assigned to others: ISM, ISP, ISC). The teachers were also asked to assess the children on the 12 scales (real image of the teacher, IRM). The coherence of self-representation is estimated by the mean variation and by the correlations between images. The results show less coherence in the self-representation of the 6th grade. This decrease is greater for the pupils E ?when it is sustained into the 7th grade. The correlations between IRM and the images produced by the pupils are positive and significant in the 6th grade only with the pupils E +. All the results are interpreted as a transcient desorganization of the child's self-representation as he enters junior high school. This desorganization is due to the pupils' difficulty, mainly pupils E ?, in understanding how they are judged and assessed.  相似文献   

Performance indicators for research and cultural creation activities in polytechnic higher education institutions: a consensus building approach     

Biscaia  Ricardo  Melo  Ana I.  Machado  Isabel  Figueiredo  Hugo  Rosa  Maria João  Rocha  Paula 《Tertiary Education and Management》2020,26(3):281-294

Tertiary Education and Management - This article presents a set of performance indicators based on the Portuguese case for managing the performance of research and cultural creation activities and...  相似文献   

Explicitness of criteria in peer assessment processes for first-year engineering students     

Natascha van Hattum-Janssen  Júlia Maria Lourenço 《European Journal of Engineering Education》2006,31(6):683-691

This article will outline the motives for the implementation of peer assessment as put into action at the first year of the Civil Engineering course of the University of Minho. The implementation of new assessment methods was a consequence of the successful implementation of peer assessment at other engineering courses. During the semester, three assessment moments took place, in which students assessed the work of their peers. Assessment criteria were defined in a negotiation process between students and teacher. The students subsequently graded the work of their colleagues and had to provide a clear justification for each given grade. The aim of this method is to involve students in the subject, enhance their motivation and deepen their learning. Advantages and disadvantages of peer assessment are discussed. The results that have been obtained so far draw attention to the nature of assessment criteria and the corresponding explicitness.  相似文献