Conserving Liberal Education     

Dennis Dailey Murphy 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):285-287

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Erratum for “Internalizing Higher Education and Student Affairs”     

Dennis C. Roberts 《About Campus》2015,20(3):31-31

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Internationalizing Higher Education and Student Affairs     

Dennis C. Roberts 《About Campus》2015,20(2):8-15

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Mapping the core journals of the physical therapy literature     

Dennis W Fell  Judy F Burnham  Melanie J Buchanan  Heidi A Horchen  Joel A Scherr 《Journal of the Medical Library Association》2011,99(3):202-207

Objectives:

The purpose of this study was to identify (1) core journals in the literature of physical therapy, (2) currency of references cited in that literature, and (3) online databases providing the highest coverage rate of core journals.

Method:

Data for each cited reference in each article of four source journals for three years were recorded, including type of literature, year of publication, and journal title. The journal titles were ranked in descending order according to the frequency of citations and divided into three zones using Bradford''s Law of Scattering. Four databases were analyzed for coverage rates of articles published in the Zone 1 and Zone 2 journals in 2007.

Results:

Journal articles were the most frequently cited type of literature, with sixteen journals supplying one-third of the cited journal references. Physical Therapy was the most commonly cited title. There were more cited articles published from 2000 to 2007 than in any previous full decade. Of the databases analyzed, CINAHL provided the highest coverage rate for Zone 1 2007 publications.

Conclusions:

Results were similar to a previous study, except for changes in the order of Zone 1 journals. Results can help physical therapists and librarians determine important journals in this discipline.

Highlights

• More cited references were published in the last eight years studied than in any previous full decade.
• Physical Therapy, Archives of Physical Medicine and Rehabilitation (APMR), and Spine were the most frequently cited titles. Previous studies found APMR to be the most cited journal.
• CINAHL provided the highest coverage rate for the most commonly cited titles, with MEDLINE and EMBASE providing the best coverage for the next group of titles.

Implications

• Health sciences librarians and clinicians can use these results to identify important journals for developing collections and determining the need for access to back issues of journals.
• Multiple databases are needed for comprehensive coverage of the physical therapy discipline

Implications

• Health sciences librarians and clinicians can use these results to identify important journals for developing collections and determining the need for access to back issues of journals.
• Multiple databases are needed for comprehensive coverage of the physical therapy discipline

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Changing Attitudes to the Subject,and the Teaching of Mathematics amongst Student Teachers     

David Lumb  Dennis Child 《Educational studies》1976,2(1):1-10

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Book reviews     

Dennis Jaehne  Deborah A. Fort  Karen A. Foss  John Lynch 《Quarterly Journal of Speech》2013,99(3):368-373

SPECTACULAR NATURE: CORPORATE CULTURE AND THE SEA WORLD EXPERIENCE. By Susan G. Davis. Berkeley: University of California Press. 1997; pp. xii + 313. paper $18.95.

FEMINISM AND DOCUMENTARY. By Diane Waldman and Janet Walker. Minneapolis: University of Minnesota Press, 1999; pp. xvi + 365. $49.95 cloth; $19.95 paper.

FASHIONABLE NONSENSE: POSTMODERN INTELLECTUAL'S ABUSE OF SCIENCE. By Alan Sokal and Jean Bricmont. New York: Picador USA, 1998; pp. xiv + 300. $16.10 cloth; $11.20 paper.  相似文献   

Trahere in Affectum: Praxis‐Centered Theological Education in the Fifteenth Century     

Dennis D. Martin 《Religious education (Chicago, Ill.)》2013,108(4):604-616

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The future hour     

Lawrence Dennis 《Peabody Journal of Education》2013,88(5):306-307

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Notes on writing subjects of action research   总被引：1，自引：1，他引：0  

Dennis J. Sumara 《Educational Action Research》2013,21(2):309-320

In this article, the author playfully represents his role as reader and interpreter of an article sent to him for review by editors of the journal Educational Action Research. By representing the specificity of his reader responses, the author shows how literacy practices function to create the identities of readers and writers. It is argued that a post-structural view of reading and interpretation helps those engaged in action research projects to understand that knowledge and identities are co–specified. Reports of action research, then, are not merely reports of what is learned through shared inquiry; they also reveal traces of how the subjects involved in action research are affected by their work.  相似文献   

Folklore as an instrument of education among the Chewa people of Zambia     

Dennis Banda  W. John Morgan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):197-216

This article considers the folklore of the Chewa people of Zambia as an instrument of education. It suggests that there is only a fine distinction between Chewa culture [mwambo wa a Chewa] and Chewa education [maphunziro ya Uchewa]. The former comprises tribal “truths” to be imposed on the minds of the younger generation. The latter comprises stages in the development of the young through training and some formalised learning. However, by and large, the former dominates the latter. The strongest features of an African Indigenous Knowledge System (AIKS) such as that of the Chewa people are best expressed in terms of Jakayo Peter Ocitti’s five philosophical principles of African indigenous education, namely preparationism, functionalism, communalism, perennialism and holisticism. They build on one another and are, therefore, related. The authors of this article demonstrate how Chewa culture and education use folklore to influence the minds of the young. They give examples of how various components of Chewa folklore are used to criticise, commend, dislike, admire, discard and adapt various traits in people. This paper does not present folklore as an educational panacea; there are weaknesses in Chewa traditional education which are also discussed. Rather, folklore is considered here as a valuable supplementary element in education. What the authors propose is to integrate folklore and informal learning as practised by the community in the formal curriculum to enhance the quality of the education provided for all and to maintain cultural identity.  相似文献