A comparison of searching the Cochrane library databases via CRD,Ovid and Wiley: implications for systematic searching and information services     

Jenny Craven  Jayne Jefferies  Jenny Kendrick  Dave Nicholls  Janette Boynton  Ruth Frankish 《Health information and libraries journal》2014,31(1):54-63

  相似文献   

FAST-Future Academic Scholars in Teaching: A High-Engagement Development Program for Future STEM Faculty     

Claudia E. Vergara  Mark Urban-Lurain  Henry Campa III  Kendra S. Cheruvelil  Diane Ebert-May  Cori Fata-Hartley  Kevin Johnston 《Innovative Higher Education》2014,39(2):93-107

Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants.  相似文献   

Development of an alexithymia instrument to measure the diminished communication of affect     

Deirdre D. Johnston  Michelle Stinski  Dana Meyers 《Communication Research Reports》2013,30(2):149-160

Although scholars recognize the importance of the communication of affect to the study of communication, no valid operationalization of the motivation and / or ability to communicate affect exists. This study describes alexithymia—an individual variable reflecting the reticence to communicate affect—and reports the reliability and validity of an instrument to measure alexithymia.  相似文献   

Bending the rules of "professional" display: emotional improvisation in caregiver performances     

Jayne Morgan  Kathleen Krone 《Journal of Applied Communication Research》2013,41(4):317-340

  相似文献   

Understanding curriculum decision‐making through teacher images   总被引：1，自引：0，他引：1  

Sue Johnston 《课程研究杂志》2013,45(5):463-471

  相似文献   

Some considerations for Advancing the Teaching of Reading Comprehension   总被引：1，自引：0，他引：1  

Peter Winograd  Peter Johnston 《教育心理学家》2013,48(3-4):213-230

In this article we identify a number of issues that need to be addressed if we are to continue to make advances in the teaching of reading comprehension. First, we suggest that it is important to continue the search for a variety of effective instructional approaches for teaching reading comprehension and to learn more about the conditional applicability of the instructional approaches currently in vogue. Second, we argue that it is important to expand our definition of reading comprehension to more fully appreciate the social, political, and educational dimensions of reading comprehension and reading instruction. Finally, we consider some of the impediments hindering the classroom application of comprehension instruction research and we argue that researchers must become more concerned with the pragmatic aspects of how to make a difference to comprehension instruction in the classroom.  相似文献   

Changing a discipline in universities and a subject in schools: British geography in the 1950s–1970s     

Ron Johnston 《History of education》2013,42(5):682-699

Geography emerged as an academic discipline in British universities in response to demands for trained teachers of the subject in the country’s burgeoning secondary schools and their curricula formed a seamless transition from one to the other. In the 1960s a major shift in the nature of the academic discipline – often termed the ‘quantitative and theoretical revolutions’ – created a breach between the two, but there were demands from within the university sector for changes to the school subject so that a new seamless transition could be instated. This essay charts the nature of those changes and how they were brought about by the key actors, both individual and institutional. Having created that apparent unity, subsequent changes saw the two educational sectors drift apart, although recent developments have sought to reinstate stronger links.  相似文献   

The Monster Within: How Male Serial Killers Discursively Manage Their Stigmatized Identities     

Jayne R. Henson  Loreen N. Olson 《Communication quarterly》2013,61(3):341-364

Investigations of identity management regarding serial killers are sparse and rarely account for the communal discourse surrounding serial homicide. Such studies are essential to understanding the intersections of stigma and identity, particularly for the exploration of reframing that is severely limited for deviant populations. This interpretive study examined 13 interviews with serial killers to explore stigmatized identity management. The analysis revealed that male serial killers rejected their stigmatized identity by indicating a lack of control over their non-normal behavior or by justifying their actions. They also indicated that societal influences, such as previous traumatic experiences and communal discourse surrounding serial killing, influenced their identity management.  相似文献   

“A Scientist Can Be Anyone!” Oral Histories of Scientists Can Make “Real Science” Accessible to Youth     

Jrene Rahm  Jayne Downey 《Clearing house (Menasha, Wis.)》2013,86(5):253-257

  相似文献   

The role and impact of the Regional Curriculum Support Service in Irish primary education     

Keith Johnston  Damian Murchan  Andrew Loxley  Helen Fitzgerald  Micheline Quinn 《Irish Educational Studies》2013,32(3):219-238

The Regional Curriculum Support Service (RCSS) was established to provide locally based advice and support to principals and teachers in relation to the implementation of the Primary School Curriculum (1999). Drawing on data from a large-scale national evaluation, this article traces the purpose, structure and operation of the RCSS and provides commentary on the achievements and challenges associated with this initiative.  相似文献