A simplified approach to teaching medical students ocular movements and the rationale in testing the oculomotor,trochlear and abducent nerves     

Paulette Bernd  Jacqueline Jakway 《Anatomical sciences education》2008,1(6):270-270

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Development and evaluation of Alzheimer’s Disease and Related Dementias (ADRD) best care practices in long-term care online training program     

Kara Dassel  Jorie Butler  Jacqueline Telonidis  Linda Edelman 《Educational gerontology》2020,46(3):150-157

ABSTRACT

We developed online training modules focused on Alzheimer’s disease and related dementias (ADRD) designed to improve best care practices in long-term care settings, such as nursing homes, as a part of a federal grant focused on improving geriatric education for interprofessional (collaboration among different professions providing patient care) team members working in primary care settings. Faculty and clinicians with ADRD-expertise created and implemented an online asynchronous “ADRD Best Care Practices in Long-Term Care” program that includes audio-visual recorded presentations, a threaded case study, and supplemental information. Prior to enrolling in the course, participants complete a demographic survey and a modified 15-item version of the Alzheimer’s Disease Knowledge Scale. After completing the modules, participants complete a satisfaction survey and the ADKS. A total of 94 participants completed both the pre- and post-surveys. Satisfaction evaluation data showed that the majority of participants reported that the information presented was very clear (74.5%), was useful for their work (88.3%), and would improve the care that they provide to their geriatric patients (93.6%). Out of 15 possible.  相似文献   

Teaching Competencies in Counselor Education: A Delphi Study     

Jacqueline M. Swank  Alisa Houseknecht 《Counselor Education & Supervision》2019,58(3):162-176

The authors used the Delphi method to identify counselor education teaching competencies. There were 3 phases of data collection, resulting in 152 teaching competencies within 4 domains: knowledge, skills, professional behaviors, and dispositions. Counselor educators and counselor education doctoral students might use these competencies to promote counselor educator training and teaching effectiveness.  相似文献   

Towards mapping library and information science   总被引：3，自引：1，他引：3  

Frizo Janssens  Jacqueline Leta  Wolfgang Glnzel  Bart De Moor 《Information processing & management》2006,42(6):1614

In an earlier study by the authors, full-text analysis and traditional bibliometric methods were combined to map research papers published in the journal Scientometrics. The main objective was to develop appropriate techniques of full-text analysis and to improve the efficiency of the individual methods in the mapping of science. The number of papers was, however, rather limited. In the present study, we extend the quantitative linguistic part of the previous studies to a set of five journals representing the field of Library and Information Science (LIS). Almost 1000 articles and notes published in the period 2002–2004 have been selected for this exercise. The optimum solution for clustering LIS is found for six clusters. The combination of different mapping techniques, applied to the full text of scientific publications, results in a characteristic tripod pattern. Besides two clusters in bibliometrics, one cluster in information retrieval and one containing general issues, webometrics and patent studies are identified as small but emerging clusters within LIS. The study is concluded with the analysis of cluster representations by the selected journals.  相似文献   

Longitudinal twin study of early literacy development: Preschool through Grade 1     

Brian Byrne  Stefan Samuelsson  Sally Wadsworth  Jacqueline Hulslander  Robin Corley  John C. DeFries  Peter Quain  Erik G. Willcutt  Richard K. Olson 《Reading and writing》2007,20(1-2):77-102

Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner in Australia because of accelerated overall reading development.  相似文献   

Undergraduate students’ attitudes towards mistakes in learning and academic achievement     

Jacqueline P. Leighton  Wei Tang  Qi Guo 《Assessment & Evaluation in Higher Education》2018,43(4):612-628

The objective of the present study was to better understand a relatively under-researched topic, namely, undergraduate students’ attitudes towards mistakes and how their attitudes relate to academic achievement. A series of online surveys were administered to a sample of 207 first- and second-year undergraduate students. Using structural equational modelling, a hypothesised model was proposed to evaluate the following four research questions: (1) What is the effect of students’ trust in their instructor on students’ achievement goals? (2) What is the relationship between students’ achievement goals and their attitudes towards mistakes? (3) Is students’ attitudinal behaviour towards mistakes predictive of their perception of feedback? (4) Is students’ openness to discussing mistakes (ODM) and attitudinal behaviours predictive of their academic achievement? Both direct and indirect effects were found. Direct effects indicated that students’ trust in their instructor predicted achievement goals, students’ achievement goals differentially predicted attitudes towards mistakes, students’ ODM predicted perceptions of feedback, and students’ attitudinal behaviours predicted academic achievement. Students’ trust in their instructor and achievement goals had indirect effects on students’ achievement.  相似文献   

Motivation and Meaning in Contemporary Art: From Tate Modern to the Primary School Classroom     

Jacqueline Dear 《The International Journal of Art & Design Education》2001,20(3):274-283

‘Art Now in the Classroom’, was a joint venture between Goldsmiths College Education Department, Tate Modern and six Primary Schools in and around the London area (Sandhurst, Pilgrim's Way, Hawesdown, Hawkesmoore, Lauriston and Myatt Garden.) It ran from September to November 2000, beginning initially with the placement of two Goldsmiths students at each school then continuing with school visits to Tate Modern, and four Fridays spent working in the classroom, culminating in an exhibition at Tate Modern where the children from all six primary schools got to see their own work publicly displayed. This paper is an account of the work produced by the children from Sandhurst Primary School and an assessment of both the educational opportunities it provided for the primary classes involved and for the Goldsmiths students involved. The aims of the project were to demonstrate effective ways to work collaboratively with contemporary art, to support the development of teaching strategies at KS2 and KS3 and to offer possible approaches for working with contemporary material in the classroom.  相似文献   

Examining the Impact of Pedagogy on Student Application of Learning: Acquiring,Sharing, and Using Knowledge for Organizational Decision Making     

Alice C. Stewart  Jacqueline Williams  Karen Smith‐Gratto  Sylvia Sloan Black  Betty Turner Kane 《Decision Sciences Journal of Innovative Education》2011,9(1):3-26

In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case‐based application based on a technical learning paradigm. The other program used a game‐based computer simulation, Virtual Leader, grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in‐basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game‐based computer simulation (an experiential, social‐interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the game‐based computer simulation collectively demonstrated a greater ability to apply what they learned.  相似文献   

What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum     

Bogaerds-Hazenberg  Suzanne T. M.  Evers-Vermeul  Jacqueline  van den Bergh  Huub 《Reading and writing》2022,35(7):1497-1523

In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students’ reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and teachers’ evaluation and use of these books (i.e., the enacted curriculum). A materials analysis of reading comprehension lessons (N?=?80) in eight textbooks for grades 4 and 5 was complemented with semi-structured teacher interviews (N?=?29) and lesson observations (N?=?11), with a focus on the quality of reading strategy and text structure instruction in the curriculum. Main findings are (1) a lack of alignment between lesson goals, theory, and assignments, (2) a strong focus on practicing strategies, (3) limited declarative knowledge about strategies and text structure, (4) little opportunities for self-regulated strategy application. The teachers that were interviewed mention similar problems, but still hardly deviate from the textbook’s content and pedagogical guidelines. We make recommendations to improve the quality of the curriculum.

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Changed Landscape,Unchanged Norms: Work-Family Conflict and the Persistence of the Academic Mother Ideal     

Miller  Karyn E.  Riley  Jacqueline 《Innovative Higher Education》2022,47(3):471-492

Innovative Higher Education - Extensive research suggests that ideal worker and mothering expectations have long constrained academic mothers’ personal and professional choices. This article...  相似文献