Clinico-histologic conferences: histology and disease     

Shaw PA  Friedman ES 《Anatomical sciences education》2012,5(1):55-61

Providing a context for learning information and requiring learners to teach specific content has been demonstrated to enhance knowledge retention. To enhance students' appreciation of the role of science and specifically histology in clinical reasoning, disease diagnosis, and treatment, a new teaching format was created to provide clinical context, promote integration and application of science knowledge, and to foster peer teaching and learning: the Clinico-Histologic Conference (CHC) for the Mount Sinai School of Medicine Histology course. Teams of six students were each assigned specific disease processes and were charged with creating oral presentations and handouts that taught their classmates about the clinical manifestations, etiopathogeneses, diagnoses, and treatments of the assigned processes, along with comparisons of normal histology to the pathology of the disease. Each team also created four questions, some of which were used on Histology written examinations. The physician facilitator evaluated the presentation and handouts. About two-thirds of students agreed the CHC enhanced appreciation of the importance of histology, provided a context for integration and application of basic science to patient care and enhanced their ability to teach their peers. Student feedback demonstrated that the CHCs were successful in promoting teamwork, peer teaching, and the application of histology to diagnose diseases. The authors believe that teaching basic science content in this new format enhanced student learning and application of medical knowledge, and that this new teaching format can be adopted by other medical school courses.  相似文献   

Comments from the editors     

David Feldman  Phyllis Gordon 《The Teacher Educator》2013,48(4)

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To refer or not to refer: Evaluation for special education     

Martha J. Cook  Phyllis K. Mayfield  David M. Finn 《Early Childhood Education Journal》1992,19(4):45-47

The authors are with the School of Education, University of Alabama, Birmingham, AL.  相似文献   

Court-Defined Job Analysis Requirements for Validation of Teacher Certification Tests     

Phyllis A. Kuehn  William M. Stallings  C.L. Holland 《Educational Measurement》1990,9(4):21-24

What are the implications for teacher certification tests as courts begin to interpret the need for using a job analysis as a basis for testing? What is the character of recent court cases related to teacher certification tests?  相似文献   

5. Radio and Television     

Robert Goldberg  Gerald Jay Goldberg  Betty Houchin Winfield  Nicholas O. Berry  Phyllis Leslie Abramson  Donna Lee Dickerson 《Communication Booknotes Quarterly》2013,44(1):22-26

ANCHORS: BROKAW, JENNINGS, RATHER AND THE EVENING NEWS by Robert Goldberg and Gerald Jay Goldberg (New York: Birch Lane/Carol Publishing, 1990—$19.95, ISBN 1-55972-019-0, 399 pp.)

FDR AND THE NEWS MEDIA by Betty Houchin Winfield, 1990—$34.95, ISBN 0-252-01672-6, 276 pp.) takes a broad view of the legendary president and his administration's varied relations with the press throughout his presidency (1933-45)

FOREIGN POLICY AND THE PRESS: AN ANALYSIS OF THE NEW YORK TIMES' COVERAGE OF U.S. FOREIGN POLICY by Nicholas 0. Berry (Westport, CT: Greenwood Press, 1990—$39.95, ISBN 0-313-27419-3, 184 pp.)

SOB SISTER JOURNALISM by Phyllis Leslie Abramson (Westport, CT: Greenwood Press, 1990—$35.00, ISBN 0-313-26513-5, 144 pp.)

THE COURSE OF TOLERANCE: FREEDOM OF THE PRESS IN NINETEENTH–CENTURY AMERICA by Donna Lee Dickerson (Westport, CT: Greenwood Press, 1990—$45.00, ISBN 0-313-27534-3, 272 pp.)  相似文献   

Scholarly Communication     

William David Sloan  Phyllis Dain  John Y. Cole  Christine L. Borgman 《Communication Booknotes Quarterly》2013,44(3)

MAKERS OF THE MEDIA MIND: JOURNALISM EDUCATORS AND THEIR IDEAS edited by William David Sloan (Hillsdale, NJ: Lawrence Erlbaum, 1990—$49.95/27.50, ISBN 0-8058-0698-9 hard, 0-8058-0699-7 paper, 357 pp.)

LIBRARIES AND SCHOLARLY COMMUNICATION IN THE UNITED STATES: THE HISTORICAL DIMENSION edited by Phyllis Dain and John Y. Cole (Westport, CT: Greenwood, 1990—$37.95, ISBN 0-313-26807-X, 164 pp.)

SCHOLARLY COMMUNICATION AND BIBLIOMETRICS edited by Christine L. Borgman (Newbury Park, CA: Sage, 1990—$38.00, ISBN 0-8039-3879-9, 363 pp.)  相似文献   

CLOTHING PREFERENCES OF OLDER WOMEN: IMPLICATIONS FOR GERONTOLOGY AND THE AMERICAN CLOTHING INDUSTRY     

Phyllis R. Spruiell  Marian Jernigan 《Educational gerontology》2013,39(5):485-492

This paper reports the findings of a study investigating the clothing preferences and problems of older women. The sample consisted of thirty women age 65 years and over who were members of two clubs in Tallahassee, Florida. Personal interviews were conducted by the researcher in the home of each respondent.

Style features discovered to be preferred were A‐line skirts; princess, A‐line, and shift dresses; V‐necklines; convertible collars; long with cuff, three‐quarter length, and short sleeve styles. Color preferences revealed blue as the most popular color for clothing. Implications of the research for gerontologists in higher education and for the American clothing industry are cited and discussed.  相似文献   

Motivating Project-Based Learning: Sustaining the Doing,Supporting the Learning   总被引：1，自引：0，他引：1  

Phyllis C. Blumenfeld  Elliot Soloway  Ronald W. Marx  Joseph S. Krajcik  Mark Guzdial  Annemarie Palincsar 《教育心理学家》2013,48(3-4):369-398

Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.  相似文献   

FACTORS AFFECTING THE ATTITUDES OF COMMUNITY COLLEGE ADMINISTRATORS TOWARD MANAGEMENT BY OBJECTIVES     

Meredith L. Carter  Phyllis M. Bayt 《Community College Journal of Research & Practice》2013,37(3):251-257

This study was designed to assess and determine how operation under a management by objectives system (MBO) has affected administrative units and individual administrators in public two‐year community colleges. Results from the study showed that respondent attitudes toward the management by objectives system were favorable. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were: (a) effective as a means for planning and organizing work for which an administrator is accountable, (b) effective as a means for evaluating work performance, (c) effective in improving satisfaction with being more a part of decisions, (d) effective in improving the attitudes of the superior toward the MBO program as perceived by subordinates. Negative reactions toward the MBO system were perceived to be generated by increased paperwork and difficulty in setting educational objectives.  相似文献   

MAKING THE CONNECTION THROUGH STAFFING: MECHANISMS TO INCREASE CONSISTENCY BETWEEN UNIVERSITY EARLY CHILDHOOD EDUCATION COURSES AND CHILD DEVELOPMENT LAB SCHOOL PRACTICES     

Diane M. Horm‐Wingerd  Susan D. G. Warford  Phyllis Carella Penhallow 《Journal of Early Childhood Teacher Education》2013,34(1):29-39

Abstract

A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources into a program rooted in principles of social constructivism. Using the 3‐D model, the faculty team identified their task as taking students of teaching through the phases of discovery, discipline, and divergence. Assessments that we developed needed to correspond to this conceptual framework, moving us away from traditional types of student assessment. In this article we offer a synopsis of the talent development model; review five of the approaches to student assessment we use, including alternative assessment activities, “Employmee” feedback forms, electronic portfolios, state teacher evaluation frameworks, and action research projects; and articulate the linkages between our approach to assessment and the talent development model of teacher education.  相似文献