How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?     

Déirdre Ní Chróinín  Ailbhe Kenny  Elaine Murtagh  Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.  相似文献   

Health literacy and consumer health information     

Maria J. Grant PhD 《Health information and libraries journal》2023,40(1):1-2

The rigours of the past few years have demonstrated the importance of good health literacy levels with the imperative of being able to obtain and interpret information to maintain and improve one's health never more apparent. With this in mind, this issue is focused on consumer health information, the gender and population group differences that exist in information seeking behaviour, the challenges of understanding medical explanations and terminology, and existing criteria to assess and ultimately produce better consumer health information.  相似文献   

The effect of COVID-19 vaccine literacy on attitudes towards COVID-19 vaccine among university students     

Mahinur Durmuş Iskender PhD  MSc  BSc  RN  Handan Eren PhD  MSc  BSc  RN  Ayşenur Durmuş MSc  BSc  RN  PhD Student 《Health information and libraries journal》2023,40(3):307-318

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组成于平行机和批处理机的二阶段混合流水作业问题     

何龙敏  孙世杰 《上海大学学报(英文版)》2007,11(1):33-33

A hybrid two-stage flowshop scheduling problem was considered which involves m identical parallel machines at Stage 1 and a burn-in processor M at Stage 2, and the makespan was taken as the minimization objective. This scheduling problem is NP-hard in general. We divide it into eight subcases. Except for the following two subcases： （1） b≥ an, max{m, B} 〈 n; （2） a1 ≤ b ≤ an, m ≤ B 〈 n, for all other subcases, their NP-hardness was proved or pointed out, corresponding approximation algorithms were conducted and their worst-case performances were estimated. In all these approximation algorithms, the Multifit and PTAS algorithms were respectively used, as the jobs were scheduled in m identical parallel machines.  相似文献   

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration     

Cho Kwong Charlie Lam  Cuong Huu Hoang  Ricky Wai Kiu Lau  Basil Cahusac de Caux  Yang Chen  Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.  相似文献   

Aims of IFCC and my own goals     

Jocelyn M. Hicks PhD  FACB  FRCPath 《Indian journal of clinical biochemistry : IJCB》2006,21(2):1-3

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Phenomenal permanence and the development of predictive tracking in infancy     

Bertenthal BI  Longo MR  Kenny S 《Child development》2007,78(1):350-363

The perceived spatiotemporal continuity of objects depends on the way they appear and disappear as they move in the spatial layout. This study investigated whether infants' predictive tracking of a briefly occluded object is sensitive to the manner by which the object disappears and reappears. Five-, 7-, and 9-month-old infants were shown a ball rolling across a visual scene and briefly disappearing via kinetic occlusion, instantaneous disappearance, implosion, or virtual occlusion. Three different measures converged to show that predictive tracking increased with age and that infants were most likely to anticipate the reappearance of the ball following kinetic occlusion. These results suggest that infants' knowledge of the permanence and nonpermanence of objects is embodied in their predictive tracking.  相似文献   

Web-based training in child maltreatment for future mandated reporters     

Kenny MC 《Child abuse & neglect》2007,31(6):671-678

OBJECTIVE: The purpose of this study was to determine the effectiveness of providing Web-based information about child maltreatment to undergraduate education and graduate counseling students. The goal was to determine, via an objective test, whether students would gain information about abuse signs and symptoms and reporting laws. METHODS: One hundred and five education and counseling students enrolled in a large, urban, ethnically diverse, university participated in the Web-based training tutorial. Their participation was part of their course requirements. They logged into the Web site using their university identification number and password. The pre and post-tests could only be taken once. Completion of the tutorial took on average 1 hour. RESULTS: Findings indicated that students' post-test scores were significantly higher than pretest scores on an examination measuring knowledge of child maltreatment signs, symptoms, and reporting procedures. Participants rated their knowledge of child maltreatment significantly higher after taking the tutorial and reported enjoying the self-paced learning of the Web format. CONCLUSION: Overall, this study demonstrated the effectiveness of a brief on-line tutorial to disseminate information related to child abuse identification and reporting to future mandated reporters. In approximately 1 hour of on line training, participants gained an increase in knowledge of reporting procedures. Utilization of Web-based training is proposed as an effective and convenient method of instruction particularly for child abuse issues.  相似文献   

HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT: MODELS,METAPHORS, AND MAPS FOR APPLYING THEORETICAL PERSPECTIVES TO PRACTICE     

Kenny Kwong PhD 《Journal of Teaching in Social Work》2013,33(4):474-477

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Social factors and adult learners’ motivations in re‐entering higher education     

Tsz Man Kwong  Yan Fung Mok  Mui Ling Kwong 《International Journal of Lifelong Education》2013,32(6):518-534

While there is less doubt that adult learners are motivated by different reasons to re‐attend school, it is important to note that, other than psychological factors, social factors are also important in shaping the participation decision. Although researchers have attempted to include social factors in participation models, there is not a conclusive relationship between socioeconomic background and motivation for participation. This study attempts to clarify the linkage between different social factors and adult motivations in re‐entering school to acquire a university degree. By regressing motivations onto three sets of social variables, we found that family role and social position have significant impact in affecting some of the motivations for re‐entering school. These results confirm that adult motivations to learn are embedded within the social lives of adults.  相似文献