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Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovationsThe processes of formulating a policy statement on enterprise education, undertaking a course audit and introducing enterprise education and economic awareness into college courses are discussed. In particular developments within Professional Studies in the BEd Primary Education course are examined. The respective contributions of college staff and business representatives are assessed. The interaction between Institutional policy‐making and implementation in enterprise education is seen as opportunistic and organic as much as rational and systematic. 相似文献
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Abstract Since 1991 all undergraduate primary student teachers at Chester have followed a Technology course. The distinctive pattern of our approach to Design & Technology has been acknowledged to be successful, but classroom use of Information Technology (IT) has not been as evident. This paper describes a small scale project which set out to replicate the essential elements of our approaches to Design & Technology and to apply them to Information Technology elements of the course. The outcome of the qualitative and quantitative research methods to monitor the effectiveness of the approaches are evaluated and discussed. Our tentative findings highlight the importance of students working with children using computers. Until the students had gained first hand experience of working with children in the classroom with IT, their concerns were more equipment-related than pedagogical. It would appear that students perceive issues of teaching and learning to be more important than concerns with their own IT capability after working with children. The integration of IT into students' professional coursework is identified as being influential in the development of their appreciation of the contribution IT can make to children's learning. 相似文献
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Sally Naylor Johnston 《Religious education (Chicago, Ill.)》2013,108(3):379-392
In this paper, I will show that: 1) human consciousness has evolved over time and history, which means that one can no longer “know” and experience the world as the pre‐modern, archaic communities once did; 2) however, there are elements in our contemporary practices of spirituality that are seen particularly through the window of popular religiosity, which can access, though not fully, some of the “mythical,” the archaic, and the primordial wisdom that has been lost or buried through the modernization process; for the Korean/ Korean‐Americans, these elements are most deeply found in musok, namely, Korean Shamanism, which is an indigenous Korean popular magico‐religious practice; and, 3) through the lens of imagination, some elements of Korean shamanic spirituality will be identified to further enrich, nurture, and refresh the dry and hardened religious images of our times. 相似文献
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J. McConnell-Nzunga P.J. Naylor H. Macdonald R. E. Rhodes S. M. Hofer 《Measurement in physical education and exercise science》2018,22(2):154-166
Body mass index is a common proxy for proportion of body fat. However, body mass index may not classify youth similarly across ages and ethnicities. We used sex- and ethnic-specific receiver operating characteristic curves to determine how obesity classifications compared between body mass index and dual energy x-ray absorptiometry-based body fat percent. Male and female participants 9- to 18-years-old (n = 944; 487 female) were measured 1 to 13 times (1999–2012; 4,411 observations). Body mass index identified < 50% of those classified as obese from body fat percent. Specificity was 99.7%, and sensitivity was 35.8%. Using area under the curve and standard error values, body mass index performed significantly better for: Male versus female at 10 years, Asian versus European female except at 13-, 15-, and 16-years-old, Asian female versus male except at 10- and 15-years-old, and for European male versus female, 9- to 11-years-old (p < .05). Our findings provide evidence that users of body mass index should use caution when comparing body mass index across age, sex, and ethnicity. 相似文献
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Raoul Mulder Chi Baik Ryan Naylor Jon Pearce 《Assessment & Evaluation in Higher Education》2014,39(6):657-677
Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes. 相似文献
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Nunzia B. Giuse Sheila V. Kusnoor Taneya Y. Koonce Christopher R. Ryland Rachel R. Walden Helen M. Naylor Annette M. Williams Rebecca N. Jerome 《Journal of the Medical Library Association》2013,101(4):261-267
Objective:
This paper offers insight into the processes that have shaped the Eskind Biomedical Library''s (EBL''s) strategic direction and its alignment to the institution''s transformative vision.Setting:
The academic biomedical library has a notable track record for developing and pioneering roles for information professionals focused on a sophisticated level of information provision that draws from and fuels practice evolutions.Strategy:
The medical center''s overall transformative vision informs the creation of a fully aligned library strategic plan designed to effectively contribute to the execution of key organizational goals. Annual goals reflect organizational priorities and contain quantifiable and measurable deliverables. Two strategic themes, facilitating genetic literacy and preserving community history, are described in detail to illustrate the concept of goal setting.Conclusion:
The strategic planning model reflects EBL''s adaptation to the ever-changing needs of its organization. The paper provides a characterization of a workable model that can be replicated by other institutions. 相似文献20.
Bernard Naylor 《Learned Publishing》1994,7(2):79-83
Suggests that, while there may be some confidence and a measure of unanimity about the likely eventual future pattern of research communication, there is much uncertainty about timescales and intermediate scenarios, and contrasts the ‘just in case’ and ‘just in time’ models for library purchasing. 相似文献