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Geraldine Peterson‐Clark Parisa Aslani Kylie Anne Williams 《Health information and libraries journal》2010,27(3):208-216
Introduction: Pharmacists need effective skills in accessing and using Internet‐based medicines information (IBMI) for themselves and their consumers. However, there is limited information regarding how pharmacists use the Internet. Objectives: To develop and use a research instrument to measure pharmacists’ Internet knowledge, search skills, evaluation of and opinions about using IBMI. Methods: A structured questionnaire examining general Internet knowledge, ability to search for and select pertinent IBMI, evaluation of IBMI, opinions about using IBMI and current Internet use was developed. Exploratory factor analysis was performed to analyse IBMI evaluation. Results: 208 pharmacists responded (response rate 20.6%). There was a large variation in pharmacists’ scores. Mean scores were low for General Internet Knowledge (mean 7.91 ± 3.62; scale 0–16), Search and Selection of IBMI (4.98 ± 2.91; 0–10) and Opinions on IBMI (44.51 ± 9.61; 0–80). Four factors [Professionalism of website (4 items; factor loading 0.62–0.87; Cronbach’s α 0.84), Disclosure (5; 0.37–0.79; 0.73), Appropriateness of content (5; 0.32–0.50; 0.65), Standard of information (6; 0.31–0.48; 0.58)] were extracted from the evaluation scale, explaining 36.89% of the total variance. Conclusions: A tool was developed to evaluate pharmacists’ skills and opinions in using IBMI. A wide range of skills and opinions highlighted the need for training in online information literacy. 相似文献
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Megan McPherson Kylie Budge Narelle Lemon 《International Journal for Academic Development》2015,20(2):126-136
Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally, enhancing information flows, inspiring thinking, and motivating academic practice. Using a reflective and diffractive methodology, we illuminate how different flows of forces and relations are enacted. We argue it is in this fluidity of informal learning that perspectives are contested and shaped, and that academic developers can benefit by encompassing such practices. 相似文献
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Thomas D. Wolkow Lisa T. Durrenberger Michael A. Maynard Kylie K. Harrall Lisa M. Hines 《CBE life sciences education》2014,13(4):724-737
Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America''s college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place. 相似文献
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Lynne Wiltse Ingrid Johnston Kylie Yang 《Changing English: An International Journal of English Teaching》2014,21(3):264-277
In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools. 相似文献
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Young children’s views are heard rarely in public debates and are often subordinated to adults’ views. This article examines how early childhood staff could support and enhance young children’s participation in public decision making. We argue that when early childhood staff use their expertise in young children’s physical, social and cognitive development to facilitate consultations with young children, they are likely to reinforce the view that young children are unable to form and express their own views. Whatever their intentions, this weakens the notion of children’s rights and undermines young children’s participation in public decision making. In contrast, when staff use their expertise in child development to collaborate with young children, new social structures can emerge in which everyone’s voice is heard. This approach reaffirms staff’s status as experts, but redefines their expertise. Instead of being experts acting on behalf of children, staff become equitable collaborators with children, advancing citizenship for all. 相似文献
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OBJECTIVE: The aim of this paper is to examine some of the factors that facilitate and hinder interagency collaboration between child protection services and mental health services in cases where there is a parent with a mental illness and there are protection concerns for the child(ren). The paper reports on agency practices, worker attitudes and experiences, and barriers to effective collaboration. METHOD: A self-administered, cross-sectional survey was developed and distributed via direct mail or via line supervisors to workers in statutory child protection services, adult mental health services, child and youth mental health services, and Suspected Child Abuse and Neglect (SCAN) Teams. There were 232 completed questionnaires returned, with an overall response rate of 21%. Thirty-eight percent of respondents were statutory child protection workers, 39% were adult mental health workers, 16% were child and youth mental health workers, and 4% were SCAN Team medical officers (with 3% missing data). RESULTS: Analysis revealed that workers were engaging in a moderate amount of interagency contact, but that they were unhappy with the support provided by their agency. Principle components analysis and multivariate analysis of variance (MANOVA) on items assessing attitudes toward other workers identified four factors, which differed in rates of endorsement: inadequate training, positive regard for child protection workers, positive regard for mental health workers, and mutual mistrust (from highest to lowest level of endorsement). The same procedure identified the relative endorsement of five factors extracted from items about potential barriers: inadequate resources, confidentiality, gaps in interagency processes, unrealistic expectations, and professional knowledge domains and boundaries. CONCLUSIONS: Mental health and child protection professionals believe that collaborative practice is necessary; however, their efforts are hindered by a lack of supportive structures and practices at the organizational level. 相似文献
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Life in the Hive: Supporting Inquiry into Complexity Within the Zone of Proximal Development 总被引：1，自引：1，他引：0
Joshua A. Danish Kylie Peppler David Phelps DiAnna Washington 《Journal of Science Education and Technology》2011,20(5):454-467
Research into students’ understanding of complex systems typically ignores young children because of misinterpretations of
young children’s competencies. Furthermore, studies that do recognize young children’s competencies tend to focus on what
children can do in isolation. As an alternative, we propose an approach to designing for young children that is grounded in
the notion of the Zone of Proximal Development (Vygotsky 1978) and leverages Activity Theory to design learning environments. In order to highlight the benefits of this approach, we describe
our process for using Activity Theory to inform the design of new software and curricula in a way that is productive for young
children to learn concepts that we might have previously considered to be “developmentally inappropriate”. As an illuminative
example, we then present a discussion of the design of the BeeSign simulation software and accompanying curriculum which specifically
designed from an Activity Theory perspective to engage young children in learning about complex systems (Danish 2009a, b). Furthermore, to illustrate the benefits of this approach, we will present findings from a new study where 40 first- and
second-grade students participated in the BeeSign curriculum to learn about how honeybees collect nectar from a complex systems
perspective. We conclude with some practical suggestions for how such an approach to using Activity Theory for research and
design might be adopted by other science educators and designers. 相似文献
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Interpersonal transcendence is a phenomenon marked by total immersion in an interaction, a deep sense of understanding, feelings of mutuality, new insight, and playfulness. Such experiences can be exhilarating, memorable, and rare. This study examines relationships between various listening dispositions and people’s propensity to experience interpersonal transcendence. Participants (N = 300) completed the Interpersonal Transcendence Scale (ITS) along with the Listening Styles Inventory (LSI), the Active Empathic Listening scale (AEL), and the Listening Styles Profile–Revised (LSP-R). Results indicated substantial relationships between ITS responses and the LSI and AEL. The LSP-R dimensions of Relational Listening and Analytical Listening were also related to ITS responses. Other results indicate that propensity to experience interpersonal transcendence is associated with minority group status and age. 相似文献
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This paper reports a research study into the effects of rich, sustained visual arts instruction on 103 inner city 9‐year‐olds in two major US cities. We use the lenses of social learning theory, theories of motivation and self‐efficacy, and recent research on artistic thinking to investigate the programs' effects on children's self‐beliefs and creative thinking. The study enlisted a pre–post measure, treatment‐comparison group design along with structured observations of participant and comparison group classrooms. The arts students made significant comparative gains on a self‐efficacy scale and on an ‘originality’ subscale of a standard creativity test. These effects are attributed to children's engagement in art and to the social organization of instruction including reinforcing peer and student–adult relationships. Relationships between self‐efficacy beliefs and tendencies to think originally are explored. 相似文献