Designing an outcome-based ethics curriculum for professional education: strategies and evidence of effectiveness     

Bebeau MJ 《Journal of moral education》1993,22(3):313-326

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Books for horsemen in the Bibliotheca Osleriana     

Wells EB 《Osler Library newsletter》1974,(17):1-5

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Spatial abilities and anatomy knowledge assessment: A systematic review          下载免费PDF全文

Jean Langlois  Christian Bellemare  Josée Toulouse  George A. Wells 《Anatomical sciences education》2017,10(3):235-241

Anatomy knowledge has been found to include both spatial and non‐spatial components. However, no systematic evaluation of studies relating spatial abilities and anatomy knowledge has been undertaken. The objective of this study was to conduct a systematic review of the relationship between spatial abilities test and anatomy knowledge assessment. A literature search was done up to March 20, 2014 in Scopus and in several databases on the OvidSP and EBSCOhost platforms. Of the 556 citations obtained, 38 articles were identified and fully reviewed yielding 21 eligible articles and their quality were formally assessed. Non‐significant relationships were found between spatial abilities test and anatomy knowledge assessment using essays and non‐spatial multiple‐choice questions. Significant relationships were observed between spatial abilities test and anatomy knowledge assessment using practical examination, three‐dimensional synthesis from two‐dimensional views, drawing of views, and cross‐sections. Relationships between spatial abilities test and anatomy knowledge assessment using spatial multiple‐choice questions were unclear. The results of this systematic review provide evidence for spatial and non‐spatial methods of anatomy knowledge assessment. Anat Sci Educ 10: 235–241. © 2016 American Association of Anatomists.  相似文献   

Reading Island Voices: issues around the primacy of speech and the privileging of literacy,from a Hebridean viewpoint1     

Gordon Wells 《Changing English: An International Journal of English Teaching》2020,27(1):109-117

ABSTRACT

Divergent views on the relative value or status of spoken and written language skills may contribute to a disconnect between lay community members and language professionals, activists, or academics, and conflicted approaches to language support, teaching and/or revitalisation. Taking the bilingual Outer Hebrides as a case study, an online language capture and curation project is described which attempts to engage with these issues, acknowledging an important place for Reading Aloud in the range of strategies employed.  相似文献   

A Mindfulness Experiential Small Group to Help Students Tolerate Ambiguity     

Lynn Bohecker  Linwood G. Vereen  Pamela C. Wells  Cristen C. Wathen 《Counselor Education & Supervision》2016,55(1):16-30

This study explored the lived experiences of 20 counselors‐in‐training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5‐dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self‐reflection skills and a greater ability to manage cognitive complexity.  相似文献   

Quantitative and qualitative measures of student learning at university level     

David B. Hay  Harvey Wells  Ian M. Kinchin 《Higher Education》2008,56(2):221-239

This paper reports the use of quantitative and qualitative measures of university student learning during teaching in psychiatry. Concept mapping, pre-and post test scores and performance in written assignments were used to measure the quality of change in personal understanding and to show the ways that the knowledge-targets of the course were achieved. The data show that: (1) Concept mapping can be used to explore personal understanding because it facilitates discrete statements of meaning. (2) These personal statements can be compared through time to assess change. (3) Specific criteria can be used to measure the quality of the change from one statement to another so that the different qualities of change that occur can be made-visible in the course of teaching. The approach is discussed in the broader context of learning theory and teaching practice. We show in particular, that prior-knowledge is an important determinant of learning because it affects the sense that can be made of taught material.  相似文献   

Shifting paradigms: Emerging issues for educational policy and practice     

John Fischetti  Allan Dittmer  Diane Wells Kyle 《The Teacher Educator》2013,48(3):189-201

Abstract

Within the current national context of educational reform, educators are generating a new paradigm about teaching and learning. This shift is occurring as a consequence of rethinking nearly all aspects of schooling. The new paradigm is competing with, an older one. Time will tell whether or not the new one will replace the old one, but clearly they cannot coexist because they are so fundamentally different. The new paradigm is based on the latest research on cognitive developmental and constructivist theory, and the old paradigm is based on reductionist principles and behavioral theory.

This article creates a framework for understanding the paradigm shift, describes how the shift applies to instructional practices, synthesizes several principles and indicators that can guide the observation of teaching, and discusses issues yet to be resolved.  相似文献   

Physical Characteristics and Oxygen Utilization of Male and Female Marathon Runners     

Christine L. Wells  Lillian H. Hecht  Gary S. Krahenbuhl 《Research quarterly for exercise and sport》2013,84(2):281-285

Verbal and nonverbal communication is a critical mediator of performance in team sports and yet there is little extant research in sports that involves direct measures of communication. Our study explored communication within NCAA Division I female tennis doubles teams. Video and audio recordings of players during doubles tennis matches captured the communications that took place between and during points. These recordings were coded and sequential analysis computed using the Discussion Analysis Tool software (Jeong, 2003). Results indicated that most communications were emotional (i.e., > 50%) or action statements (i.e., > 25%). Winning teams exhibited significantly different communication sequences than losing teams. In particular, winning teams had a more homogeneous model of communication, which perhaps makes message interpretation more reliable. Finally, winning teams exchanged twice as many messages as losing teams.  相似文献   

Psychopathology in a large cohort of sexually abused children followed up to 43 years     

Cutajar MC  Mullen PE  Ogloff JR  Thomas SD  Wells DL  Spataro J 《Child abuse & neglect》2010,34(11):813-822

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Nursery education in Northern Ireland     

Ian F. Wells 《Irish Educational Studies》2013,32(2):148-160

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