Submission or subversion: survival and resilience of Chinese international research students in neoliberalised Australian universities     

Xing  Congcong  Mu  Guanglun Michael  Henderson  Deborah 《Higher Education》2022,84(2):435-450

Higher Education - Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher...  相似文献   

Enabling integrated knowledge acquisition and management in health care teams     

Duncan Pentland  Kirsty Forsyth  Donald Maciver  Mike Walsh  Richard Murray  Linda Irvine 《知识管理研究与实践》2014,12(4):362-374

Basing treatment, policy and planning decisions on the best available research knowledge remains a central principle in modern health care around the world, yet many health professionals find acquiring and managing published research knowledge challenging. In this paper, we report on a Soft Systems Methodology-based collaborative action research initiative with a specialist mental health service from the United Kingdom's National Health Service. Our objective was to design and implement improvements to their knowledge acquisition and management activities in order to facilitate sustained and effective evidence-based practices. We report on both the factors found to impede effective research knowledge acquisition and management and the development of more integrated knowledge management processes designed to improve the situation.  相似文献   

The impact of current developments in post-compulsory education on young people with learning difficulties and/or disabilities     

Deborah Cooper 《British Journal of Special Education》1999,26(3):123-126

Deborah Cooper, Economy and Learning Manager with Milton Keynes Council and previously Chief Executive of Skill: National Bureau for Students with Disabilities, considers ways in which opportunities for children with special educational needs in England and Wales are being affected by current developments in post-compulsory education.  相似文献   

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   

Introduction for “Drawing from Within: The Arts and Animated Learning” :A Return to Question Marks     

Deborah K. Snider 《Clearing house (Menasha, Wis.)》2016,89(4-5):107-108

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The depiction of women in leading roles in prime time television     

Deborah Haskell 《广播与电子媒介杂志》2013,57(2):191-196

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Committee on science and the arts     

R.B. Owens 《Journal of The Franklin Institute》1917,183(3):359-360

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Special issue of the journal of research in science teaching on: The research issues of science curriculum reform     

James A. Shymansky  William C. Kyle  Deborah Muscella 《科学教学研究杂志》1990,27(6):617-617

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Connectivity Thinking,Animism, and the Pursuit of Liveliness          下载免费PDF全文

Deborah Bird Rose 《Educational theory》2017,67(4):491-508

In this essay, Deborah Bird Rose takes up Val Plumwood's challenge that Western thought needs radical revitalization by pursuing the liveliness of the biosphere and human ontologies of connectivity. The first part looks at obstacles to the West's understanding of Earth as a place of lively, interactive connectivities that promote diversity, complexity, and relationality. In this context Rose offers a brief overview of Indigenous animisms. The second part explores the question of liveliness. It is taken as given that the West now seeks ontological legitimacy in science, and so this discussion focuses on what biological scientists have contributed to contemporary ontology wars. The third part examines trauma in the Garden of Eden narrative, highlighting both the disaster of the story and its continuing relevance. Drawing on the work of theologians, in particular, Rose seeks in this section to recuperate a mythic foundation for a Western animism from within that great site of loss.  相似文献   

Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?     

Joseph S. Agbenyega  Deborah E. Tamakloe  Sunanta Klibthong 《International Journal of Early Years Education》2017,25(2):112-126

This research utilised a ‘stimulated recall’ methodology [Calderhead, J. 1981. “Stimulated Recall: A Method for Research on Teaching.” British Journal of Educational Psychology 51: 211–217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children’s reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as ‘By the Fireside Stories’, encapsulated traditionally as Anansesem or Spider stories among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children’s cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children’s learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children’s reflective thinking about social life.  相似文献