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AbstractThis column discusses the point-of-care tool Clinical Pharmacology. This review is primarily intended for newer health sciences librarians who are learning about drug references and clinical decision-making support systems or health sciences librarians making collection development decisions, although any librarian will find this review useful. A sample search will be provided to highlight the database’s unique features as well as a comparison to other resources. 相似文献
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Shanti George 《European Journal of Education》2018,53(3):351-364
“Learner agency for what?” is one of the key questions addressed in this article and the response distinguishes between more self-interested responses and answers that suggest a wider orientation towards global transformation. The context is that of education at global centres of international development studies and the mid-career professionals worldwide—whether practitioners, activists or academicians—who undertake courses of studies at such centres in order to gain insights and abilities related to social transformation that earlier education at conventional universities did not expose them to. Since such global centres tend to be located in the “Global North” but are largely attended by experienced people from the “Global South,” the article examines these binary distinctions and how learners navigate the geo-political fault lines that the binaries represent. The pedagogical dynamic is explored in terms of the “wicked problems” that international development studies wrestle with and that can be approached using the experience of learners from across the continents in interaction with formal knowledge. One hundred twenty-four in-depth interviews with protagonists from 27 countries who attended one of the oldest centre of development studies in Europe open windows onto global transformation during the second half of the 20th century and illustrate both insights and challenges for learners who are struggling towards positive change around universal rights and well-being across the planet. Traditional universities are urged to learn from pedagogies at global centres of international development studies in order to gain relevance in their societies and the world around them. 相似文献
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Choon-Lang Quek Angela F. L. Wong Shanti Divaharan Woon-Chia Liu Jarina Peer Michael D. Williams 《Learning Environments Research》2007,10(3):177-187
Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools.
In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school
students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the
Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms
were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment
of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed
in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching
strategies for communicating with students and facilitating students’ learning in PW classrooms. 相似文献
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The article provides an overview of the global economic landscape in which the contemporary skills development discourse is located. Effective skills development oriented to market needs and to competitiveness in high-value global value chains will help developing economies to avoid the middle income trap. It outlines major issues and challenges that developing economies need to deal with in crafting appropriate policies and strategies for skills development: addressing the persistent problem of skills-jobs mismatches, strengthening the participation of the private sector to increase market-oriented training, assuring inclusive growth, preparing for the expansion of green economy opportunities, and increasing emphasis on soft skills. It also provides an introduction to the various articles in the special issue. 相似文献
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Susanna Pantas Sean A. Miller Shanti J. Kulkarni 《Journal of Teaching in Social Work》2017,37(2):185-198
Social work students created a community activism project to raise awareness about trauma prevalence and impact. Trauma theory describes silencing as the mechanism that hinders individual and community healing. Therefore, students sought to create an interactive opportunity to heighten trauma visibility on campus. They created a physical mailbox and invited community members respond to the prompt, “I am a survivor because …” and to read others’ responses. Through the project, students were able to document participants’ trauma experiences, increase community trauma awareness, and enhance their own learning. Moreover, the authors believe that this assignment successfully fostered student integration of micro and macro social work skills. 相似文献
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Liza Hopkins Julie Green John Henry Brian Edwards Shanti Wong 《The Australian Educational Researcher》2014,41(1):25-41
It is well known that having a chronic or traumatic health condition can seriously impact on a young person’s educational trajectory, as well as placing the young person at higher risk of experiencing mental health conditions such as depression and anxiety, and increasing their likelihood of participation in risky behaviours. This paper reports on research examining best practice by schools in mitigating the impact of having a health condition by keeping students engaged with education in the post-compulsory years of schooling. The research project was designed to examine the strategies, both formal and informal, which are enacted by schools, individual teachers, families and students in ensuring an ongoing connection with educational pathways in the senior years. We describe an interconnected set of critical success factors for retaining these vulnerable young people in education, and reflect on the implications of these for educational policymakers and school administrators. 相似文献
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Allyson Eamer Shanti Fernando Alyson E. King 《Diaspora, Indigenous, and Minority Education》2017,11(4):190-202
This qualitative study explores the reflexive relationships among mental illness, acculturation, and progress toward English proficiency in five adult immigrants being treated at a Canadian psychiatric hospital. The research explores the additional challenges faced by mentally ill individuals when learning a new language and the extent to which English language acquisition may be impeded by factors related to mental illness. Semistructured ethnographic interviews are conducted with the patients. Data analysis is accomplished through grounded theory methods, specifically data-driven and theory-driven coding. The English language acquisition experiences of these five individuals are contrasted with second-language acquisition theory to suggest that the effects of the theoretical language learning advantages possessed by this group may have been diminished by factors related to mental illness. Policy recommendations are made to address this additional set of challenges for immigrants with psychiatric disorders. 相似文献
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Caroline Koh Woon Chia Liu Stefanie Chye Shanti Divaharan 《Asia Pacific Journal of Education》2013,33(4):424-443
This study examines student teachers' views on their country and on National Education (NE), with the aim of promoting teachers' understanding of the need for NE. A 40-item survey was administered to 1,650 student teachers, to assess their sense of belonging, protective attitude, perceived right, ethnic tolerance and community and political involvement, as well as their perceptions of the importance and learning outcomes of NE. Significant differences were observed between the genders and between the various programme groups in terms of the student teachers' responses, suggesting the need for a more comprehensive approach to NE in initial teacher education. 相似文献
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