Certification of medical librarians, 1949--1977 statistical analysis.     

D Schmidt 《Bulletin of the Medical Library Association》1979,67(1):31-35

The Medical Library Association's Code for Training and Certification of Medical Librarians was in effect from 1949 to August 1977, a period during which 3,216 individuals were certified. Statistics on each type of certificate granted each year are provided. Because 54.5% of those granted certification were awarded it in the last three-year, two-month period of the code's existence, these applications are reviewed in greater detail. Statistics on each type of certificate granted each year are provided. Because 54.5% of those granted certification were awarded it in the last three-year, two-month period of the code's existence, these applications are reviewed in greater detail. Statistics on MLA membership, sex, residence, library school, and method of meeting requirements are detailed. Questions relating to certification under the code now in existence are raised.  相似文献   

Challenges for teachers’ professional learning for inclusive education in Central and Eastern Europe and the Commonwealth of Independent States     

Lani Florian  Majda Becirevic 《Prospects》2011,41(3):371-384

Efforts to prepare teachers and other professionals for inclusive education in the Central and Eastern Europe and the Commonwealth of Independent States (CIS/CEE) region are heavily influenced by the legacy of Soviet defectology (the study of children with disabilities) and Soviet traditions of teacher education. The authors identify some challenges facing those concerned with preparing teachers for inclusive education and provide examples of current projects in the region that address the complex problems associated with providing inclusive education for children identified as having disabilities. The changing role of defectologists in inclusion policy and practice is also discussed. Case examples from Armenia, Latvia, the Czech Republic, Azerbaijan, and Serbia reflect current innovations in teacher education and professional development in the region.  相似文献   

Situational interest and academic achievement in the active-learning classroom     

Jerome I. Rotgans  Henk G. Schmidt 《Learning and Instruction》2011,21(1):58-67

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed.  相似文献   

Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research     

Megan A. Sumeracki  Yana Weinstein-Jones  Cynthia L. Nebel  Shelly J. Schmidt 《Journal of Food Science Education》2019,18(3):59-66

For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.  相似文献   

A Special Editorial: Educational Implications of the Digital Fabrication Revolution     

Lynn Bell  Abbie Brown  Glen Bull  Kate Conly  LaMont Johnson  Anita McAnear  Cleb Maddux  Gary Marks  Ann Thompson  Denise Schmidt  Lynne Schrum  Sharon Smaldino  Michael Spector  and Debra Sprague 《TechTrends》2010,54(5):2-5

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Learning habits of students with special needs in short‐term vocational education programmes     

Majda Schmidt  Helena Čreslovnik 《Educational studies》2010,36(4):415-430

This research examined some characteristics of the learning habits of students with special needs and those without them in programmes of short‐term vocational education in five areas: motivation, learning and learning techniques, emotional, social and the area of self‐evaluation. The research sample consisted of 140 students from different secondary schools. The Questionnaire on the Learning Habits of Adolescents was used for the purpose of the study. The differences between the means from individual learning habit scales, between the students with special needs or without them, were discovered by one‐way analysis of variance. Basic findings of empirical research emphasise that there exist statistically significant differences between the students with special needs and the students without special needs in four areas of learning habits. Among the findings causing concern in connection with learning habits, we would like to underscore the fact that students with special needs are perceived as less efficient at and less competent in coping with learning and work tasks. These students are not familiar with effective methods and strategies for successful learning, which leads to the feelings of frustration and helplessness in case of failure. In order to cultivate an effective and supportive educational environment for students with special needs, short‐term vocational schools should develop learning/teaching models that provide a potentially powerful alternative to traditionally directed teaching approaches.  相似文献   

Teaching AND Learning Tips          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2015,14(1):1-2

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Make It Stick: The Science of Successful Learning          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2015,14(4):142-144

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Leserbrief Differenzielles Lernen     

Marcus Schmidt  Markus Hennig 《Sportwissenschaft》2012,42(4):286-287

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Executive Secretary's Page.     

H Schmidt 《Bulletin of the Medical Library Association》1962,50(2):267-268

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