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This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated defensiveness. The use of AI to guide research and curriculum development has hitherto received scant attention.Simulated medical practice allows learners’ needs to take top priority because simulated patients replace real patients (whose care would otherwise be top priority). Each episode of simulated clinical practice is followed by facilitated debriefing. Facilitators complete an initial ‘train the trainers’ course (typically one or three days). Our learning resources aimed to complement and extend initial courses.AI informed data collection and analysis. It focused attention on identifying and understanding what was good about contemporary debriefing practices. We identified examples of practical wisdom and designed resources to help make these more transparent and accessible to all facilitators. Selected video records and interview excerpts demonstrated key points. We found opportunities to introduce ideas that would extend facilitators’ expertise.We critique AI as an approach to action research and curriculum development, and recommend further use of AI in other contexts. 相似文献
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Damon A. Williams 《About Campus》2007,12(1):8-14
Since the 1990s, the University of Connecticut has made several shifts in its culture and practice that have resulted in improved educational quality and greater success rates for students from traditionally underrepresented populations. Damon Williams shares his institution's approach. 相似文献
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James Baldwin Alice Berridge Carmine Desanto Juliana Corn Frank Greene 《Community College Journal of Research & Practice》2013,37(4):341-353
Abstract This study reports the results of a national survey of two and four-year colleges in 21 states in the United States. The study was undertaken at the direction of the Developmental Mathematics Committee of the American Mathematics Association of Two-Year Colleges (AMATYC). The purpose of the study was to establish the state of the art of developmental mathematics. The results indicated that many colleges recognized the problem of underprepared students and had developmental mathematics programs. However, with the exception of a few schools, the colleges reported no formal evaluation of their programs. 相似文献
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Amy Vaughan Van Hecke Jocelyn Lebow Elgiz Bal Damon Lamb Emily Harden Alexis Kramer John Denver Olga Bazhenova Stephen W. Porges 《Child development》2009,80(4):1118-1133
Few studies have examined whether familiarity of partner affects social responses in children with autism. This study investigated heart rate regulation (respiratory sinus arrhythmia [RSA]: The myelinated vagus nerve's regulation of heart rate) and temporal–parietal electroencephalogram (EEG) activity while nineteen 8- to 12-year-old children with autism and 14 controls viewed videos of a familiar and an unfamiliar person reading a story. Children with autism had lower overall RSA levels and exhibited decreased RSA to the unfamiliar person, versus control children. Both groups decreased temporal–parietal EEG activity to the unfamiliar person. Higher RSA was related to higher social skill ratings and fewer problem behaviors. Thus, the social difficulties of children with autism may be characterized by specific mobilization to unfamiliar people. 相似文献
26.
Jeremy Gregory Jeremy Black Virginia Berridge Patricia Anderson Brian Ward Anne Goldgar 《Media History》2013,19(1-2):195-217
Comics: Ideology, Power and the Critics. By Martin Barker. Manchester: Manchester University Press. 1989. 320 pp. £40 hb, £10.95 pb David Astor and the Observer. By Richard Cockett. London: Andre Deutsch. 1991. 315 pp. £17.99. Medical Journals and Medical Knowledge. Historical Essays. By W. F. Bynum, S. Lock and R. Porter. London: Routledge. 1992. 272 pp. The Magazine in America, 1741–1990. By John Tebbel and Mary Ellen Zuckerman. Oxford and New York: Oxford University Press. 1991. 433 pp. $49.00 (Cdn) Killing the Messenger: 100 Years of Media Criticism. Edited by Tom Goldstein. New York and Oxford: Columbia University Press. 1991. 272 pp. $17.50 (paperback) Preserving the Press: How Daily Newspapers Mobilized to Keep Their Readers. By Leo Bogart. New York and Oxford: Columbia University Press. 1991. 327 pp. $46.00 (cloth) Dictionnaire des journaux 1600–1789, Edited by Jean Sgard. Paris: Universitas, and Oxford: Voltaire Foundation. 2 vols., 1209 pp. 1991. Politics and Reviewers: The Edinburgh and the Quarterly in the Early Victorian Age. By Joanne Shattock. Leicester: Leicester University Press. 1989. 220 pp. Crowds and History: Mass Phenomena in English Towns 1790–1835. By M. Harrison. Cambridge: Cambridge University Press. 1988. 373 pp. £25. The Nature and Origins of Mass Opinion. By J. R. Zaller. Cambridge: Cambridge University Press. 1992. 367 pp. Le nuove di Francia, L'Immagine delta rivoluzione francese nella stampa periodica italiana (1789–1795). By Marco Cuaz. Turin: Albert Meynier. 1990. Lira 20,000. 相似文献
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Damon Thomas Robbie Moore Olivia Rundle Sherridan Emery Robyn Greaves Kitty te Riele 《Assessment & Evaluation in Higher Education》2019,44(4):546-564
Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders. 相似文献
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Brenda L. Volling Natasha J. Cabrera Mark E. Feinberg Damon E. Jones Brandon T. McDaniel Siwei Liu David Almeida Jin-kyung Lee Sarah J. Schoppe-Sullivan Xin Feng Micah L. Gerhardt Claire M. Kamp Dush Matthew M. Stevenson Paige Safyer Richard Gonzalez Joyce Y. Lee Bernhard Piskernik Lieselotte Ahnert Elizabeth Karberg Jenessa Malin Catherine Kuhns Jay Fagan Rebecca Kaufman W. Justin Dyer Ross D. Parke Jeffrey T. Cookston 《Monographs of the Society for Research in Child Development》2019,84(1):7-160
Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development. 相似文献
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Elizabeth A. Simpson Krisztina V. Jakobsen Fabrice Damon Stephen J. Suomi Pier F. Ferrari Annika Paukner 《Child development》2017,88(1):103-113
In visually complex environments, numerous items compete for attention. Infants may exhibit attentional efficiency—privileged detection, attention capture, and holding—for face‐like stimuli. However, it remains unknown when these biases develop and what role, if any, experience plays in this emerging skill. Here, nursery‐reared infant macaques' (Macaca mulatta; n = 10) attention to faces in 10‐item arrays of nonfaces was measured using eye tracking. With limited face experience, 3‐week‐old monkeys were more likely to detect faces and looked longer at faces compared to nonfaces, suggesting a robust face detection system. By 3 months, after peer exposure, infants looked faster to conspecific faces but not heterospecific faces, suggesting an own‐species bias in face attention capture, consistent with perceptual attunement. 相似文献
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Daniel F. Mahony Mary A. Hums Damon P.S. Andrew Stephen W. Dittmore 《Sport Management Review》2010,13(2):91-105
Research on organizational justice in sport has evolved during the past fifteen years. Much of that research has focused on the perceived fairness of equity, equality, and need when making resource distributions (distributive justice) in intercollegiate athletics. Generally, those involved with intercollegiate athletics believe resource decisions based on equality and need are the most fair, but decisions appear to be based on different principles. Scholars have also begun examining the fairness of decision-making processes (procedural justice) and the communication of those decisions (interactional justice), and how organizational justice impacts organizational outcomes, such as job satisfaction. Additionally, research has expanded to include sport settings beyond intercollegiate athletics. This article summarizes the state of research by first reviewing the general organizational justice literature to conceptually describe the constructs of interest before providing a detailed examination of sport management specific research. The paper concludes with suggestions for future research on organizational justice in sport management. 相似文献