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Rosemary Giuriato Goran Štrkalj Tania Prvan Anneliese Hulme Nalini Pather 《Anatomical sciences education》2022,15(4):663-670
Anatomy is a key knowledge area in chiropractic and is formally offered in the undergraduate component of chiropractic education. There is the potential for loss of anatomy knowledge before the opportunity to apply it in a clinical setting. This study aimed to determine whether chiropractic clinicians retain a level of anatomy knowledge comparable to that of chiropractic students and to compare chiropractors' self-rating of their anatomical knowledge against an objective knowledge assessment tool. A previously validated multiple-choice test was utilized to measure retention of limb musculoskeletal (MSK) knowledge in Australian chiropractors. One hundred and one registered chiropractors completed the questionnaire and responses were scored, analyzed, and compared to scores attained by undergraduate and postgraduate chiropractic students who had previously completed the same questionnaire. The results indicated that practitioners retained their anatomy knowledge, with a significantly higher total mean score than the undergraduate group [total mean score = 36.5% (±SD 13.6%); P < 0.01] but not significantly different to the postgraduate group [total mean score = 52.2% (±SD 14.1%); P = 0.74]. There was a weak positive correlation between chiropractors' self-rated knowledge and test performance scores indicating the effectiveness of this Australian chiropractic group in self-assessing their anatomy knowledge. This study found that Australian chiropractors' knowledge of MSK anatomy was retained during the transition from university to clinical practice and they accurately evaluated their own test performance. 相似文献
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This paper discusses the concept of the network organisation in relation to the technologised university. Drawing upon the early findings of a study that examines the impact of information and communication technologies (ICTs) on both organisational and teaching and learning issues in five Australian universities, the authors discuss the way in which discourses of network technology have become articulated to a range of at times paradoxical agendas within higher education. The introduction of new technologies into organisations tends to be portrayed in either transformative or oppressive terms. The complexity of the university experience foregrounds the important role played by pre‐existing organisational practices and narratives in determining the uses and meanings of ICTs in the organisational setting. These observations place into question the notion that the network organisation is a single coherent entity driven by a particular technological logic. Instead, it suggests that network technologies are socially embedded and therefore highly variable in their expression. 相似文献
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The impact of homophobia and heterosexism on the e/quality of schooling experiences for many students and teachers in Australia places a responsibility on teacher education institutions to incorporate anti-homophobia and anti-heterosexist education in their courses. This discussion, based on research undertaken in universities across New South Wales, Australia, explores pre-service teacher educators’ perceptions of the importance and relevance of including anti-homophobia and anti-heterosexist education in teacher education courses. It examines how the application or avoidance of addressing these issues is a result of their positioning in discourses of personal investment and social justice, as well as their articulation in curriculum. 相似文献
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Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising – even ignoring – culture and cultural differences) have led some scholars to advocate for the abandonment of the concept of culture altogether. Rather than this radical and counterproductive approach, we propose a heuristic tool: the dialectical square of cultural difference, as well as three metaphors of culture, that should help teacher educators to foster a dynamic and complex understanding of culture and cultural difference among pre- and in-service teachers. 相似文献
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AbstractThe validity of traditional opinion-based student evaluations of teaching (SETs) may be compromised by inattentive responses and low response rates due to evaluation fatigue, and/or by personal response bias. To reduce the impact of evaluation fatigue and personal response bias on SETs, this study explores peer prediction-based SETs as an alternative to opinion-based SETs in a multicultural environment. The results suggest that statistically significant fewer respondents are needed to reach stable average outcomes when peer prediction-based SETs are used than when opinion-based SETs are used. This implies that peer prediction-based SETs could reduce evaluation fatigue, as not all students would need to do each evaluation. The results also report that the peer prediction-based method significantly reduces the bias evident in the opinion-based method, in respect of gender and prior academic performance. However, in respect of the cultural variables, race and home language, bias was identified in the peer prediction-based method, where none was evident in the opinion-based method. These observations, interpreted through the psychology literature on the formulation of perceptions of others, imply that although peer prediction-based SETs may in some instances reduce some personal response bias, it may introduce the perceived bias of others. 相似文献
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Leslie J. Francis Mandy Robbins Christopher Alan Lewis L. Philip Barnes Tania ap Siôn 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):431-436
Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools. Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools. Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland. Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity. Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools. Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland. 相似文献
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Damian Spiteri 《International Journal of Lifelong Education》2016,35(3):235-253
This study analyses what motivates older people to attend ‘day centres’ in Malta and what they believe that they derive from young people who carry out their placements at these day ‘centres’ These young people, who are aged 16–17, attend a vocational college in Malta and are studying health and social care. The study is based on a qualitative approach and employs the usage of focus groups. The main findings are that the elderly see the students as helping them on an emotional level by giving them encouragement, and on a practical level, by offering them insights that help them in modern-day life. 相似文献
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