The dirty legacy of brainwashing     

Payne D 《New scientist (1971)》1986,112(1533):28-29

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INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH     

Mary Lou Kelley  Michael J. MacLean 《Educational gerontology》2013,39(7):631-649

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.  相似文献   

Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice     

Doug Marston  Mary Pickart  Amy Reschly  David Heistad  Paul Muyskens  Gerald Tindal 《Exceptionality》2013,21(2):97-117

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented.  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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The Credential Question: Attitudes of Teaching Artists in Dance and Theatre Arts     

Doug Risner  Mary Elizabeth Anderson 《Teaching Artist Journal》2015,13(1):28-35

How do teaching artists perceive the need and usefulness of a credential program specifically designed for teaching artists in dance and theatre arts?  相似文献   

The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching,Instruction, and Student Achievement     

Robin Jacob  Heather Hill  Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407

In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes.  相似文献   

What are the major impact factors on research performance of young doctorate holders in science in China: a USTC survey     

Jibao Gu  Yu Lin  Doug Vogel  Wen Tian 《Higher Education》2011,62(4):483-502

Doctoral graduate research performance (DRP) is recognized as one of the most critical indices for evaluation of the success of doctoral education. Doctoral graduates with high research performance directly reflect a higher ability in academic research and academic achievement. Consequently, identifying which factors influence DRP is potentially of great value. This topic is also challenging because of difficulties in identifying the impact factors on research performance and the feasibility of the relative data collection. This paper first examines the relationships between the indicators and DRP. After a review of previous literature, the focus is on the doctoral graduates’ individual factors, advisor factors and learning performance. Data is collected from graduated doctors from the Science Schools of University of Science and Technology of China (USTC). Contrary to expectations, our findings indicate that, based on the Chinese context, learning performance does not appear to be strongly associated with research performance. Individual factors (status of academic origin) do have significant effect on DRP. The advisor factors (including academic status, academic experience and allocation of energy) show a relatively strong association with DRP, in terms of both the number of publications and the impact factor of Science Citation Index (SCI) cited journals.  相似文献   

An analysis of the relationship between the linear hammer speed and the thrower applied forces during the hammer throw for male and female throwers     

Brice SM  Ness KF  Rosemond D 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(3):174-184

The purpose of this study was to investigate the relationship between the cable force and linear hammer speed in the hammer throw and to identify how the magnitude and direction of the cable force affects the fluctuations in linear hammer speed. Five male (height: 1.88 +/- 0.06 m; body mass: 106.23 +/- 4.83 kg) and five female (height: 1.69 +/- 0.05 m; body mass: 101.60 +/- 20.92 kg) throwers participated and were required to perform 10 throws each. The hammer's linear velocity and the cable force and its tangential component were calculated via hammer head positional data. As expected, a strong correlation was observed between decreases in the linear hammer speed and decreases in the cable force (normalised for hammer weight). A strong correlation was also found to exist between the angle by which the cable force lags the radius of rotation at its maximum (when tangential force is at its most negative) and the size of the decreases in hammer speed. These findings indicate that the most effective way to minimise the effect of the negative tangential force is to reduce the size of the lag angle.  相似文献   

Distributed leadership with the aim of ‘reculturing’: a departmental case study     

Wayne Melville  Doug Jones  Todd Campbell 《School Leadership & Management》2014,34(3):237-254

This article considers a secondary science department that has, since 2000, developed distributed leadership as a form of human capacity building. Using a longitudinal ethnographic case study allowed us to consider how distributed leadership can be nurtured and developed in a department. Our analysis centres on two key issues: the nature and pattern of distributed leadership practices and the continuity that provides coherence to those practices. From our analysis, there appear to be two major conclusions. The first of these is the need for administrators to be purposeful in the appointments that they make to formal leadership positions. To enact distributed leadership practices requires leaders who can exercise both formal power and influence. The second conclusion relates to the time required for continuity of leadership practices to give rise to changes that lead to teachers managing the teaching and learning programme.  相似文献   

Don't waste your time     

Doug Leigh  Ryan Watkins 《Performance Improvement》2011,50(3):5-8

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