Clinical Pharmacology: A Comprehensive Drug Reference     

Shanti Freundlich  Meghan Hupe 《Medical reference services quarterly》2013,32(4):386-396

Abstract

This column discusses the point-of-care tool Clinical Pharmacology. This review is primarily intended for newer health sciences librarians who are learning about drug references and clinical decision-making support systems or health sciences librarians making collection development decisions, although any librarian will find this review useful. A sample search will be provided to highlight the database’s unique features as well as a comparison to other resources.  相似文献   

From the Horse's Mouth: Why scientists’ views are crucial to nature of science understanding     

Derek Hodson  Siu Ling Wong 《International Journal of Science Education》2013,35(16):2639-2665

Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists.  相似文献   

Turning Crisis into Opportunity: Enhancing student‐teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome     

Siu Ling Wong  Derek Hodson  Jenny Kwan  Benny Hin Wai Yung 《International Journal of Science Education》2013,35(11):1417-1439

Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre‐service and in‐service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real‐life context of SARS was found to be effective in promoting student‐teachers’ understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists.  相似文献   

Crossing the binary line: the founding of the polytechnic in Colonial Hong Kong     

Ting-Hong Wong 《History of education》2013,42(4):524-541

Using the case of the Hong Kong Polytechnic (HKP), this paper examines academic drift in colonial settings. The HKP, like polytechnics in the UK, was supposedly a service sector institution. Under the binary system in the UK, schools in the service division were governed by the state educational bureaucracy, while the universities – the autonomous sector – were under the University Grants Committee (UGC). When the HKP was being founded, however, it became an institution under the UGC of Hong Kong. This article argues that the HKP could cross the binary line because a polytechnic unsubordinated to the local colonial state would be more serviceable to external agents’ interests. This finding suggests that researchers of academic drift – who have hitherto studied exclusively sovereign nations and the impacts of internal factors – should also examine the cases in dependent territories as well as the effects of external influences on such shifts.  相似文献   

How Bureaucratic Are Big-City School Systems?     

Kenneth K. Wong  Gail L. Sunderman 《Peabody Journal of Education》2013,88(3-4):14-40

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An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches     

Xiaoyan Wang  Yelin Su  Stephen Cheung  Eva Wong  Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.  相似文献   

Implications for evaluation from a study of students' perceptions of good and poor teaching   总被引：2，自引：0，他引：2  

David Kember  Anthony Wong 《Higher Education》2000,40(1):69-97

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Diversity: A Continuing Challenge for All     

Sim Wong Kooi 《Asia Pacific Journal of Education》1999,19(2):86-90

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Effect of Twinning on Chinese and English Vocabulary Knowledge     

Simpson W.L. Wong  Him Cheung  Mo Zheng  Xiujie Yang  Catherine McBride  Connie Suk-Han Ho  Judy Sze-Man Leung  Bonnie Wing-Yin Chow  Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897

Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons.  相似文献   

The role of school leadership in Singapore's future-ready school reform     

David Foo Seong Ng  Choun Pei Wong 《European Journal of Education》2020,55(2):183-199

In this paper, we propose that successful education needs to fulfil three purposes while being cognisant of time and context: (a) learning, (b) lifework and (c) well-being. An education system is successful if it can develop future-ready individuals who will continue to learn beyond graduation, take on future lifework, and thrive in a changing society and environment. The future is context-situated and context-dependent. We have chosen to examine the economic, social and environmental context of Singapore to provide insight on the values, skills and knowledge that are required of future-ready learners according to the three purposes. We have compared the trajectories of other high-income nations with those of Singapore. Traditional teaching and learning practices no longer serve us well in the new realities that emerge. Education practices need to evolve in tandem to meet the demands of the 21st century. The roles that school leaders play include creating teaching and learning environments where these practices can be implemented. In our review of leadership practices and concepts, we have found that it is important for school leaders to question existing assumptions of teaching, learning and leadership practices in order to advance the development of 21st century skills, knowledge, values, and habits in learners.  相似文献