It's business as usual: legal loopholes could undermine Britain's attempts to keep cloning research on hold     

Coghlan A 《New scientist (1971)》1999,162(2193):4

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Editorial     

Begg  Roddy 《Tertiary Education and Management》2000,6(3):157-158

Tertiary Education and Management -  相似文献   

Gene test rules 'lack teeth     

Coghlan A 《New scientist (1971)》1996,152(2059):6

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Critical realist review: exploring the real,beyond the empirical     

Alison Edgley  Theodore Stickley  Stephen Timmons  Andy Meal 《Journal of Further & Higher Education》2016,40(3):316-330

This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix.  相似文献   

Editorial     

Begg  Roddy 《Tertiary Education and Management》2003,9(2):97-98

Tertiary Education and Management -  相似文献   

Bottling fog? The quest for instructional management     

Joseph Murphy  Christine M. Neumerski  Ellen Goldring  Jason Grissom  Andy Porter 《Cambridge Journal of Education》2016,46(4):455-471

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.  相似文献   

Is it less cruel if the animals 'want' to do it?     

Coghlan A 《New scientist (1971)》2002,175(2350):22

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Could HIV tests land doctors in court?     

Coghlan A 《New scientist (1971)》1994,141(1910):6

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Engagement and kindness in digitally mediated learning with teachers     

Andy Cramp  Catherine Lamond 《Teaching in Higher Education》2016,21(1):1-12

This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.  相似文献   

Academic success through quality-managed course design     

Andy C. Reese  Mary F. Mobley 《Innovative Higher Education》1996,20(3):171-182

Principles of quality management (which focus on defect prevention rather than defect correction) are applied to course design. These principles mandate that 1) the mission of the course be clearly stated and reviewed in context of the total program of study, 2) the objectives for the course or program of study be clearly defined and known to the students, 3) there be numerous intermediate steps leading to the objectives, 4) students be given immediate feedback about their performance on each step, and 5) corrective action be initiated immediately when a student fails to achieve an intermediate step. These principles apply to both individual courses and to an entire course of study. The authors found that a course incorporating these principles led to an increase in student performance and long-term retention of information.Andy C. Reese, is an associate professor of immunology in the department of Cell Biology and Anatomy at the Medical College of Georgia, and he is the current president of the Georgia Academy of Science. He has a Ph.D. in Biochemistry from the University of Missouri-Columbia, and an M.B.A. from Augusta College. His work focuses upon the development of computer assisted instructional modules and control of immune responses in neonates. Mary F. Mobley is a professor of marketing in the department of Management, Marketing, and Management Information Systems at Augusta College. She has a Ph.D. in marketing from the University of South Carolina-Columbia and a M.Ed. from Augusta College. Her research interests include quality management in education, strategic planning, and market research.  相似文献