Clinical Practice Guidelines Revisited     

Anne K. Swisher 《Cardiopulmonary Physical Therapy Journal》2013,24(3):4

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DEVELOPING AND USING INTERDISCIPLINARY CASE STUDIES IN TEACHING GERIATRICS TO PRACTICING HEALTH CARE PROFESSIONALS     

Norma J. Owens  Cynthia A. Padula  Anne L. Hume 《Educational gerontology》2013,39(6):473-489

Continuing education programs for health care professionals who practice in geriatrics are an important part of improving the health care provided to older adults. Programs utilizing active forms of learning that mimic the clinical environment are more successful at changing the behavior of health care professionals than traditional didactic styles of teaching. Problem-based learning methods allow learners to identify their own areas of strength and weakness and to work toward improvement in a manner best suited to their needs. This article describes an interdisciplinary team of educator-clinicians in geriatrics who developed clinical case studies embodying these approaches as one method of improving the learning process for adult health care providers. An actual sample case study is presented as an illustration of the principles embodied in this process. Lessons learned from the development and use of these case studies are summarized in the context of improving the quality of continuing education programs for health care professionals in geriatric practice.  相似文献   

Market Ideology and Accountability: case studies in the early childhood and special education sectors in New Zealand     

Anne Meade 《International Studies in Sociology of Education》2013,23(2):255-270

ABSTRACT

Conservatism is becoming evident in recent policy changes affecting some sectors in the New Zealand education system, such as the early childhood and special education sectors. An administrative mechanism called ‘contestability’ by the Treasury is used to encourage new providers to compete with services traditionally offered by the welfare state. The author argues that this introduced competition has meant women in particular, and Maori, have suffered setbacks to their progress towards better life chances.

Two models of ‘contestability’ are described and analysed in these case studies. The analyses show that the implementation of the models has been problematic and strenuously resisted by teachers and others. Teachers (and parents) are not comfortable with being thrust into the role of consumer as competition is created by the state.

Michael Apple's theory about Market Liberals reconstructing our ideas about managing inequality is used to explain the persistence of decision‐makers in the face of resistance.  相似文献   

Tough Choices: Structured Paternalism and the Landscape of Choice. By Sigal R. Ben‐Porath     

Anne Newman 《Journal of Philosophy of Education》2011,45(3):585-587

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Erratum to: Sami Culture and Values: A Study of the National Mathematics Exam for the Compulsory School in Norway     

Anne Birgitte Fyhn  Kristine Inger Marie Nystad 《Interchange》2013,44(3-4):369-369

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Development of School Attendance Difficulties: An Exploratory Study     

Anne Sheppard 《Pastoral Care in Education》2005,23(3):19-25

This article discusses aspects of school attendance difficulties, focusing on why a minority of children decide to miss school. It is an exploratory study representing a developmental approach that aims to establish the immediate determinants of school absence to gain more understanding of the nature of attendance difficulties and eventually inform practitioner methods. Questionnaires, designed to measure attitudes, perceptions and parent–child interaction over school absence were administered to two hundred and nine 12–13 year olds attending a comprehensive school. Thirty-five individual interviews were carried out with good and poor attenders to clarify the questionnaire responses. It was concluded that school attendance difficulties develop like other defiant behaviour problems, with parental reaction playing a major role. Government policies encouraging the use of punitive measures with parents of poor attenders do not provide practitioners or pastoral staff with the sophisticated working methods necessary to help poor attending children achieve an education.  相似文献   

Managing Special and Inclusive Education – By Steve Rayner     

Anne Hayward 《British Journal of Special Education》2008,35(2):124-124

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The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation     

Cox A  Williams L 《运动与训练心理学杂志》2008,30(2):222-239

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.  相似文献   

Knowledge of conditional spelling patterns supports word spelling among Danish fifth graders          下载免费PDF全文

Anne‐Mette Veber Nielsen 《Journal of Research in Reading》2017,40(3):313-332

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Creating a learner-centered teaching environment using student choice in assignments     

Cheryl Hanewicz  Angela Platt  Anne Arendt 《Distance Education》2017,38(3):273-287

Learner-centered teaching (LCT) has been found to be a more effective pedagogy for online students, as traditional teaching methods do not work well in online courses. Professors in an upper-level technology management class revised their online introductory course to incorporate cafeteria-style grading. This LCT approach allowed students to select assignments they wanted to complete. More assignments were offered than needed to achieve an A grade. They included traditional projects such as research papers as well as more engaged activities such as demonstrating or mastering skills. To determine whether these changes promoted active learning, course data were obtained and analyzed. Students completed a range of assignments, showed mastery on a number of skills, and were overwhelmingly positive about having flexible options. Tellingly, 36% of students completed more assignments than were needed to earn the top grade.  相似文献