The Medical School Learning Environment Survey: an examination of its factor structure and relationship to student performance and satisfaction     

Shayna Rusticus  Anne Worthington  Derek Wilson  Karen Joughin 《Learning Environments Research》2014,17(3):423-435

The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student–Student Interaction. Confirmatory factor analysis was used to support the validity of the MSLES when used with this sample.  相似文献   

Thiolene-based microfluidic flow cells for surface plasmon resonance imaging     

Sheppard G  Oseki T  Baba A  Patton D  Kaneko F  Mao L  Locklin J 《Biomicrofluidics》2011,5(2):26501

Thiolene-based microfluidic devices have been coupled with surface plasmon resonance imaging (SPRI) to provide an integrated platform to study interfacial interactions in both aqueous and organic solutions. In this work, we develop a photolithographic method that interfaces commercially available thiolene resin to gold and glass substrates to generate microfluidic channels with excellent adhesion that leave the underlying sensor surface free from contamination and readily available for surface modification through self-assembly. These devices can sustain high flow rates and have excellent solvent compatibility even with several organic solvents. To demonstrate the versatility of these devices, we have conducted nanomolar detection of streptavidin-biotin interactions using in situ SPRI.  相似文献   

Statisticians have a Word for it     

Derek Bissell 《Teaching Statistics》1996,18(3):87-89

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Stress, Burnout and Workload in Teachers of Children with Special Educational Needs     

Dawn B. Male  & Derek May 《British Journal of Special Education》1997,24(3):133-140

Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed.  相似文献   

How Effective Are Simulated Molecular-level Experiments for Teaching Diffusion and Osmosis?          下载免费PDF全文

Eli Meir  Judith Perry  Derek Stal  Susan Maruca    Eric Klopfer 《CBE life sciences education》2005,4(3):235-249

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The Training and Professional Development of School Leaders in Europe     

Derek Esp 《欧洲师范教育杂志》1982,5(1-2):65-74

The article reviews the activities that have been taking place in Europe in the field of senior staff training, particularly headteacher training, based on a study undertaken by the author in 1980 in Norway, Sweden, Denmark, the Netherlands and France. It goes on to consider some of the underlying problems and some major areas of study that require further examination, i.e. it is difficult to define the job to be undertaken by the trainer; to analyse the nature of the organisation and school system in which he works; to identify ‘leadership'; to provide relevant training and to then evaluate that training and its real impact on the school and on the quality, effectiveness and relevance of education offered to pupils and students.

Finally it describes some of the possibilities for fruitful cooperation and collaboration over the next few years through the efforts of a wide variety of international organisations.

Cet article fait un tour d'horizon des actions qui ont été entreprises en Europe dans le domaine de la formation des directeurs d'établissement et des maîtres chargés d'une responsabilité particulière dans l'enseignement. Il s'appuie sur une étude entreprise par l'auteur au Danemark, en France, en Norvège et dans les Pays‐Bas en 1980.

L'article étudie ensuite certains problèmes fondamentaux et quelques grands sujets d'étude qui demandent une analyse plus poussée: par exemple la difficulté à définir le travail que doit entreprendre le formateur, pour analyser la nature de l'organisation du système scolaire dans lequel il travaille, la difficulté à identifier les fonctions de ‘leadership’, à etablir une formation appropriée, puis à évaluer cette formation et son impact réel sur l'école et sur la qualité, enfin l'efficacité et l'appropriation de l'enseignement qui est offert aux élèves et étudiants.

Finalement, l'auteur expose quelques possibilités de collaboration fructueuse pour les prochaines années grâce aux efforts de différentes organisations internationales.  相似文献   

Generalizability in Item Response Modeling     

Derek C. Briggs  Mark Wilson 《Journal of Educational Measurement》2007,44(2):131-155

An approach called generalizability in item response modeling (GIRM) is introduced in this article. The GIRM approach essentially incorporates the sampling model of generalizability theory (GT) into the scaling model of item response theory (IRT) by making distributional assumptions about the relevant measurement facets. By specifying a random effects measurement model, and taking advantage of the flexibility of Markov Chain Monte Carlo (MCMC) estimation methods, it becomes possible to estimate GT variance components simultaneously with traditional IRT parameters. It is shown how GT and IRT can be linked together, in the context of a single-facet measurement design with binary items. Using both simulated and empirical data with the software WinBUGS, the GIRM approach is shown to produce results comparable to those from a standard GT analysis, while also producing results from a random effects IRT model.  相似文献   

School Leadership in West Africa: Findings from a Systematic Literature Review     

Tony Bush  Derek Glover 《Africa Education Review》2016,13(3-4):80-103

The literature shows that leadership is the second most important factor influencing school and learner outcomes, including levels of literacy and numeracy, school leaving examination results, and progression to secondary and higher education. This article focuses on school leadership in West Africa, drawing on a systematic review of the academic and ‘grey’ literature, commissioned by UNESCO. The aim of the desk research was to ascertain the state of school leadership at all levels. The study shows that no West African countries provide specific preparation for school principals. It also shows that the predominant leadership style is managerial, with accountability to the hierarchy, within and beyond the school. The article concludes that specific development programmes should be provided for current and aspiring principals.  相似文献   

Postmodern communism: An educational constellation     

Derek R. Ford 《Educational Philosophy and Theory》2018,50(14):1543-1544

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What do Primary Headteachers Really do?     

Derek Blease  Derek Lever 《Educational studies》1992,18(2):185-199

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