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11.
Judy C. Stribling Joshua E. Richardson 《Journal of the Medical Library Association》2016,104(2):159-164
Objective
The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.Methods
We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.Results
Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.Conclusions
Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction. 相似文献12.
Katherine M. Edmondson 《科学教学研究杂志》1995,32(7):777-793
Increased use of problem-based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. This article includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. The author argues that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case-based exercises. 相似文献
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Recent research on student learning in higher education has identified clear associations between variations in students’ perceptions of the academic environment and variations in their study behaviour. This study investigated a general theoretical model linking students’ demographic characteristics, perceptions and study behaviour with measures of outcome, and in particular, compared three accounts of the causal relationship between perceptions and study behaviour. Data were obtained from 469 postgraduate students at six British business schools. Path analysis was used to assess the causal relationships among the students’ age and gender, their scores on the Course Experience Questionnaire, their scores on the Revised Approaches to Studying Inventory and their ratings of general satisfaction with their programmes. This yielded evidence for the causal efficacy of most of the paths identified in the general theoretical model. In particular, as in the case of students taking more traditional academic subjects, there exists a bidirectional causal relationship between variations in students’ perceptions of the academic environment and variations in their study behaviour. 相似文献
15.
Katherine E. Ryan 《Journal of Educational Measurement》1991,28(4):325-337
This study examined the reliability of the Mantel-Haenszel indexes across different samples of test takers as well as across sample sizes and investigated whether these indexes are robust to item context effects. Mathematics data from the Second International Mathematics Study (SIMS; 1985) for U.S. eighth-grade students were analyzed. The results suggest that the MH D-DIF is robust to item context effects. However, larger sample sizes than those used in this investigation (N = 141-167 for the focal group) may be necessary to obtain stable estimates from the Mantel-Haenszel procedure. 相似文献
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17.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
18.
To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment. 相似文献
19.
Age and sex differences in beliefs about strategies for reducing parental anger were assessed. The central question was whether direct intervention strategies are the most effective for, and reflect more advanced understanding of, anger reduction. In Study 1, 120 children ages 4-9 years generated strategies they believed would lessen a parent's anger elicited by 3 situations of increasing complexity. Across ages children proposed direct intervention strategies for the simplest situation, and there was an age increase in suggesting direct intervention strategies for the more complex situations. In Study 2, 180 children, ages 4-12 years, and their parents rated the effectiveness of the strategies generated for the most complex situation (interparental argument). There was no longer a unilinear age increase in believing direct intervention strategies effective. Unlike with older and younger children, there was no agreement between 7-9-year-olds and their parents on the efficacy of direct intervention strategies. 相似文献
20.
Because the characteristics of children vary greatly from age to age, the knowledge and techniques that their caregivers need to have likewise vary a great deal. Similarly, the pleasures and the stresses of caring for different age groups also vary. Not surprisingly, most caregivers have preferences in terms of the age of children they prefer to work with.Gerri Ginsburg and Marcy Whitebook are Directors of the Child Care Employee Project, a national clearinghouse for information on child care staff working conditions. Derk Richardson teaches at the University of California Child Care Center in Berkeley. 相似文献