Lay information mediary behavior uncovered: exploring how nonprofessionals seek health information for themselves and others online          下载免费PDF全文

Jennie A. Abrahamson  Karen E. Fisher  Anne G. Turner  Joan C. Durrance    Tammara Combs Turner 《Medical Library and Historical Journal》2008,96(4):310-323

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Juggling competing activities: academic staff as doctoral candidates     

Jan Smith  Jennie Billot  Lynn Clouder  Virginia King 《高等教育研究与发展》2020,39(3):591-605

ABSTRACT

This article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management.  相似文献   

RECEPTIVITY TO PEER TEACHING AND PEER LEARNING ABOUT THE SAFE AND APPROPRIATE USE OF MEDICATIONS AMONG OLDER ADULTS     

Jennie Y. Chou  Carolyn M. Brown 《Educational gerontology》2013,39(9):761-775

The purpose of this study was to assess receptivity to peer teaching and peer learning about the safe and appropriate use of medications among communitydwelling older adults. The sample was predominately White (88.5%), female (75.9%) older adults with an average age of 80.2 ( - 9.1) years. On average, the participants perceived their health status as good (2.8 - 0.6). In addition, participants reported using an average number of 4.4 ( - 3.3) prescribed medications. The majority (75%) of participants also reported no problems with their medications. With respect to receptivity to peer teaching and peer learning, the participants, on average, were neutral to peer teaching (6.0 - 2.4), but were somewhat receptive to peer learning (6.7 - 2.2). The number of prescribed medications that a participant reported taking and the age of a participant were identified as significant predictors of receptivity to peer teaching and accounted for 14.5% of the total variance ( F = 5.84, df = 2, p = 0.005). For receptivity to peer learning, the number of prescribed medications also was a significant predictor ( F = 7.50, df = 1, p = 0.008). This study provides the initial step to identifying community-dwelling older adults who would be receptive to peer teaching and peer learning about the safe and appropriate use of medications.  相似文献   

The effect of limb dominance on lower limb functional performance – a systematic review     

Timothy M. McGrath  Gordon Waddington  Jennie M. Scarvell  Nick B. Ball  Rob Creer  Kevin Woods 《Journal of sports sciences》2016,34(4):289-302

Lower limb dominance (or lateral preference) could potentially effect functional performance. Clinicians are often asked to make judgements as to when a patient has sufficiently “recovered” from an injury, typically using strength and dynamic performance outcome measures. The primary purpose of this study was to systematically review the literature in relation to limb dominance within active adult populations and discuss some limitations to current methods and relate this to current clinical practice. A search of MEDLINE and CINAHL and EMBASE databases and reference lists of those articles identified was performed. Eleven articles were selected for meta-analysis. There was no statistical effect of limb dominance for any of the functional tests: isokinetic quadriceps and hamstring tests, hamstring:quadriceps ratios, single-leg hop for distance, single-leg vertical jump and vertical ground reaction force following a single-leg vertical jump. Pooled symmetry values varied from 94.6% to 99.6% across the tests, above the clinically accepted benchmark of 90% used in clinical practice. Although the results of this study must be used with discretion, asymmetries in the tasks described in this analysis should be viewed as undesirable and remedied accordingly. Further research is needed to quantify asymmetries, particularly in relation to sport-specific contexts.  相似文献   

Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together     

Rachel Masika  Jennie Jones 《Teaching in Higher Education》2016,21(2):138-150

Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger's social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement.  相似文献   

Comparison of the computerized ACTIVITYGRAM instrument and the previous day physical activity recall for assessing physical activity in children     

Welk GJ  Dzewaltowski DA  Hill JL 《Research quarterly for exercise and sport》2004,75(4):370-380

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Transformative Learning Support Models in Higher Education: Educating the Whole Student,edited by Margaret Weaver. London: Facet, 2008. 222p. $125.00. ISBN 978-1-85604-644-2.     

Sandra R. Hussey 《The Journal of Academic Librarianship》2009,35(3):283

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Fostering structurally transformative teacher agency through science professional development          下载免费PDF全文

Maria S. Rivera Maulucci  Jennie S. Brotman  Shoshana Sprague Fain 《科学教学研究杂志》2015,52(4):545-559

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Girls and science: A review of four themes in the science education literature     

Jennie S. Brotman  Felicia M. Moore 《科学教学研究杂志》2008,45(9):971-1002

Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and culture of science, and identity) that we believe provide a coherent picture of the different kinds of approaches happening currently, while at the same time allowing for discussion of how ideas in the field have progressed and changed over time. We present new questions and approaches for further research that arise when applying insights from these themes to ongoing work in gender and science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 971–1002, 2008  相似文献   

Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource     

Jennie Winter  Rebecca Turner  Lucy Spowart  Reema Muneer  Pauline Kneale 《高等教育研究与发展》2017,36(7):1503-1514

The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business.  相似文献