Finding a new kind of knowledge on the HeartNET website     

Bonniface L  Green L 《Health information and libraries journal》2007,24(Z1):67-76

Background: A website developed by the National Heart Foundation (WA Division) and Edith Cowan University, with the help of an Australian Research Council–Linkage grant, provides insight into the sense of isolation experienced by many heart patients which prompts them to engage in a relentless search to answer the fundamental question: why me? Objective: To discover whether an online community for people with heart conditions may help instil a sense of sharing a journey with others, and to assess the impact of this shared experience. Methods: The qualitative data constituted 50 in‐depth interviews with heart patients using the HeartNET website. This website, with its 600+ membership, also provides Discussion Board data to add depth to the analysis. Results: Patients describe how their unsatisfactory search for information in one ‘place’ (the Internet) led them to discover a new ‘place’ (an online community) where they could ‘ask difficult questions’, and ‘gain support and wisdom’ from others. Conclusion: This paper suggests that, when anxious patients seek health‐related information, for example in a library, they may benefit from being given contact points to communicate with others who find themselves in similar situations. Internet‐based social software (Web 2.0) can provide this kind of communication.  相似文献   

Decolonial trends in higher education: voices from Latin America     

Regina Cortina  Linda Martin Alcoff  Abadio Green Stocel  Gustavo Esteva 《Compare》2019,49(3):489-506

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Is open access affordable? Why current models do not work and why we need internet‐era transformation of scholarly communications     

Toby Green 《Learned Publishing》2019,32(1):13-25

Progress to open access (OA) has stalled, with perhaps 20% of new papers ‘born‐free’, and half of all versions of record pay‐walled; why? In this paper, I review the last 12 months: librarians showing muscle in negotiations, publishers’ Read and Publish deals, and funders determined to force change with initiatives like Plan S. I conclude that these efforts will not work. For example, flipping to supply‐side business models, such as article processing charges, simply flips the pay‐wall to a ‘play‐wall’ to the disadvantage of authors without financial support. I argue that the focus on OA makes us miss the bigger problem: today’s scholarly communications is unaffordable with today’s budgets. OA is not the problem, the publishing process is the problem. To solve it, I propose using the principles of digital transformation to reinvent publishing as a two‐step process where articles are published first as preprints, and then, journal editors invite authors to submit only papers that ‘succeed’ to peer review. This would reduce costs significantly, opening a sustainable pathway for scholarly publishing and OA. The catalyst for this change is for the reputation economy to accept preprints as it does articles in minor journals today.  相似文献   

Pocketable philosophy of biology     

Witteveen  Joeri  Green  Sara 《Metascience》2020,29(3):413-416

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Physical education teacher education in Norway: the perceptions of student teachers     

Kjersti Mordal-Moen  Ken Green 《Sport, Education and Society》2013,18(6):806-823

A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them.  相似文献   

The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers     

Gwen Nugent  Michael D. Toland  Richard Levy  Gina Kunz  David Harwood  Denise Green  Kathy Kitts 《Journal of Science Teacher Education》2012,23(5):503-529

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers?? geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n?=?25) and education students enrolled in the traditional, classroom-based course (n?=?37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.  相似文献   

Actual Texts,Possible Meanings: The Uses of Poetry and the Subjunctification of Experience     

Andrew Green  Viv Ellis  Karen Simecek 《Changing English: An International Journal of English Teaching》2016,23(4):351-362

Abstract

Jerome Bruner’s experiment over 30 years ago suggested that imaginative literature had greater affordances for the ‘subjunctification’ of experience by those who heard it read aloud than did transactional prose such as a news article. By ‘subjunctification’, Bruner meant the capacity to use the resource (the short story, for example) to transform one’s experience of the world, to render understanding in more complex ways and to do more than get things done as they have always been done. This paper reports on a small-scale replication of the experiment that sought to measure differences in the affordances of poetry being read aloud compared to hearing a short story or a news article.  相似文献   

School desegregation and its effects: An introduction     

Green  Robert L. 《The Urban Review》1981,13(2):51-56

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Education and the ‘Asia ‐‐ Pacific’ Discourse     

Michael Peters  Patrick Fitzsimons  Bill Green 《Discourse: Studies in the Cultural Politics of Education》1997,18(1):5-21

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Reading aloud: A way for parents to support their children's growth in literacy     

Sharen Halsall Ph.D.  Connie Green 《Early Childhood Education Journal》1995,23(1):27-31

Parents can form a vital link to literacy and later school success by encouraging literacy and language modeling in their daily communication with children. This article describes a study in Head Start classrooms in Florida and North Carolina where teachers used a book lending system and high quality books which they shared with children and families. Strategies for teachers to assist parents in providing support for emergent literacy are given. Ways to help families see the importance of their practices and encourage the use of these ideas as part of their daily routines are shared.  相似文献