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31.
Peter Foster 《International Studies in Sociology of Education》2013,23(1):89-103
ABSTRACT This paper considers claims that students from minority ethnic backgrounds are treated less favourably than their white peers in schools because their teachers make negative, ethnocentric judgements of their behaviour. The paper challenges the empirical basis of these claims and the implicit model of good practice on which they are based. It goes on to examine some of the implications for teacher practice of this discussion. The aim is to try to clarify the meaning of equality of treatment in schools, a right we expect all citizens to enjoy, and to examine the way this principle should be operationalised by teachers in multi‐ethnic schools. 相似文献
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It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in embodied theories of cognition and affect, which advocate a close coupling between thought and action. It uses machine-learned computational models to automatically infer mental states associated with engagement (e.g., interest, flow) from machine-readable behavioral and physiological signals (e.g., facial expressions, eye tracking, click-stream data) and from aspects of the environmental context. We present 15 case studies that illustrate the potential of the AAA approach for measuring ensgagement in digital learning environments. We discuss strengths and weaknesses of the AAA approach, concluding that it has significant promise to catalyze engagement research. 相似文献
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Objective:
The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.Methods:
The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).Results:
Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.Conclusions:
As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.Highlights
- Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
- EBM tools'' evidence summaries are not updated as often as products claim.
- Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.
Implications
- To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
- Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.
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Donnellan Ed Aslan Sumeyye Fastrich Greta M. Murayama Kou 《Educational Psychology Review》2022,34(1):73-105
Educational Psychology Review - Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to... 相似文献
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Collaborative learning the wiki way 总被引：2，自引：0，他引：2
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