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排序方式： 共有393条查询结果，搜索用时 15 毫秒
31.
Benjamin D. Plummer Brian M. Galla Amy S. Finn Sarah D. Patrick David Meketon Julia Leonard Calvin Goetz Elizabeth Fernandez‐Vina Sara Bartolino Rachel E. White Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools. 相似文献
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BACKGROUND: The National Library for Health offers a comprehensive searchable database of nationally approved clinical guidelines, called the Guidelines Finder. This resource, commissioned in 2002, is managed and developed by the University of Sheffield Health Sciences Library. METHODS: The authors introduce the historical and political dimension of guidelines and the nature of guidelines as a mechanism to ensure clinical effectiveness in practice. The article then outlines the maintenance and organisation of the Guidelines Finder database itself, the criteria for selection, who publishes guidelines and guideline formats, usage of the Guidelines Finder service and finally looks at some lessons learnt from a local library offering a national service. CONCLUSIONS: Clinical guidelines are central to effective clinical practice at the national, organisational and individual level. The Guidelines Finder is one of the most visited resources within the National Library for Health and is successful in answering information needs related to specific patient care, clinical research, guideline development and education. 相似文献
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This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach – Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a 2-factor structure. Participants exhibiting the 1st behavioural type demonstrated reflective, well-organized study behaviours and favoured high-level thinking; thus were described as “Organized Holistic Learners”. Those exhibiting the 2nd behavioural type were found to manage time poorly and primarily focus on memorizing facts; thus were labelled “Disorganized Procrastinators”. Type 1 students had significantly higher grade point averages (GPAs) than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrolment status. Theoretical and practical implications were discussed. 相似文献
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Leonard R. Newton 《Technology, Pedagogy and Education》2013,22(3):379-394
Abstract Much laboratory work in school science involves observation and measurement; an important development, in recent years, has been the application of computers to this activity. Data-logging techniques have been available to science teachers for some time (outside the United Kingdom [UK], this technology is sometimes known as microcomputer-based laboratories or MBL). It is only relatively recently, however, that data-logging technology has become sufficiently user-friendly and affordable for it to be more widely adopted. The use of sensors, interfaces and data-loggers to capture and record data, and its subsequent display and analysis using computer software, now constitute a realistic alternative to traditional approaches. With the National Curriculum for initial teacher training including information and communications technology now in place in the UK, the time seems opportune to take stock of current use of data-logging methods and to consider how they might be further developed. This article describes how data-logging currently appears to be used in science lessons. It considers how the demands of the National Curriculum have shaped current practice, and argues for a shift of emphasis in the pupils' role in data-logging activities. Some suggestions are then offered for encouraging pupils to engage in more interpretative activity, which recent software readily supports. 相似文献