Identifying and removing duplicate records from systematic review searches     

Yoojin Kwon  Michelle Lemieux  Jill McTavish  Nadine Wathen 《Journal of the Medical Library Association》2015,103(4):184-188

Objective

The purpose of this study was to compare effectiveness of different options for de-duplicating records retrieved from systematic review searches.

Methods

Using the records from a published systematic review, five de-duplication options were compared. The time taken to de-duplicate in each option and the number of false positives (were deleted but should not have been) and false negatives (should have been deleted but were not) were recorded.

Results

The time for each option varied. The number of positive and false duplicates returned from each option also varied greatly.

Conclusion

The authors recommend different de-duplication options based on the skill level of the searcher and the purpose of de-duplication efforts.  相似文献   

Provision of consumer health information in Alberta's Rural Public Libraries   总被引：1，自引：0，他引：1  

Georges Danhoundo  Doug Whistance‐Smith  Daniel Lemoine  Jill Konkin 《Health information and libraries journal》2019,36(1):41-59

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Problem solving in mathematics: the significance of visualisation and related working memory     

Jill Carden  Tony Cline 《Educational Psychology in Practice》2015,31(3):235-246

The importance of educational psychologists’ (EPs’) skills to the formulation of evidence-based educational strategies, as well as in response to learning difficulties, is demonstrated here in relation to mathematical problem solving. Initiatives to improve the link between mathematical skills from school to everyday life have drawn significantly on problem solving tasks. Through critical evaluation of research, the relevance of visualisation methods and working memory to problem solving is considered within this article. Studies suggest that differences exist in the effectiveness of particular visualisation methods, but that training can improve their utility and thereby problem solving performance. Additionally, differences between individuals and contexts can influence visualisation use, and some pupils experience specific difficulties in this area. Recommendations are made to enhance the teaching of visualisation as a strategy for problem solving, and to support those pupils with specific difficulties.  相似文献   

Guide to New Resources     

Ming Fang He  Maria José Botelho  Betty Christine Eng  William F. Dejean  Jill Aguilar  Isabel Nuñez 《Multicultural Perspectives》2013,15(2):114-125

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The Skilled Counselor Training Model: Skills Acquisition,Self‐Assessment,and Cognitive Complexity     

Cassandra Little  Jill Packman  Marlowe H. Smaby  Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200

The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees.  相似文献   

Editorial: Special issue educational research: Building new partnerships     

Jill Blackmore  Toh Kok Aun 《The Australian Educational Researcher》1997,24(1):i-ii

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Secondary Schools for Norwich Girls, 1850-1910: Demanded or benevolently supplied?     

Jill Sperandio 《Gender and education》2002,14(4):391-410

This article uses archival material from the city of Norwich to trace the development of girls' secondary education from 1860 to 1900. It examines the provision of differentiated education for girls of differing social status in the context of national legislation and the local labour market for women. Also considered is the issue of causality in the supply-demand equation for girls' education, relating this to issues of gender-determined access to education that underlie the study of developing education systems both past and present. I conclude that the growth in the provision and use of education for girls in Norwich during this period mirrors that of other parts of the nation, seeming to have been little influenced by local economic and political forces, or an initial local demand. Instead, a national campaign carried on by women activists at the national level for the improvement of education for girls, together with the provision of schools offering an extended and higher quality academic education for girls by the Girls' Day School Trust, the Norwich School Board, and private individuals, appears to have overcome local disincentives to educate girls and created a demand for secondary schooling for them.  相似文献   

Lost in translation? Emotional intelligence,affective economies,leadership and organizational change     

Jill Blackmore 《Journal of educational administration and history》2011,43(3):207-225

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.  相似文献   

Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England     

Jill Adler  Sarmin Hossain  Mary Stevenson  John Clarke  Rosa Archer  Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.  相似文献   

Assembling the Puzzle that is Professional Development: Mentorship,Networking, and Camaraderie!     

Jill E. Stefaniak 《TechTrends》2014,58(5):7-8

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