Localising and tailoring research evidence helps public health decision making          下载免费PDF全文

Peter van der Graaf  Mandy Cheetham  Karen McCabe  Rosemary Rushmer 《Health information and libraries journal》2018,35(3):202-212

Background

Published research evidence is typically not readily applicable to practice but needs to be actively mobilised.

Objectives

This paper explores the mechanisms used by information professionals with a specific knowledge mobilisation role to make evidence useful for local decision making and planning of public health interventions.

Methods

Data are drawn from a NIHR project that studied how, when, where and by whom published research evidence is used in commissioning and planning across two sites (one in England and one in Scotland). Data included 11 in‐depth interviews with information professionals, observations at meetings and documentary analysis.

Results

Published research evidence is made fit for local commissioning and planning purposes by information professionals through two mechanisms. They localise evidence (relate evidence to local context and needs) and tailor it (present actionable messages).

Discussion

Knowledge mobilisation roles of information professionals are not recognised and researched. Information professionals contribute to the ‘inform’ and ‘relational’ functions of knowledge mobilisation; however, they are less involved in improving the institutional environment for sustainable knowledge sharing.

Conclusion

Information professionals are instrumental in shaping what evidence enters local decision making processes. Identifying and supporting knowledge mobilisation roles within health libraries should be the focus of future research and training.

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Locomotor activity and exploration: The use of traditional manipulators to dissociate these two behaviors in the rat     

Mark Leyland  Trevor Robbins  Susan D. Iversen 《Learning & behavior》1976,4(3):261-265

An apparatus designed by Berlyne was used to dissociate locomotor activity and inspective exploratory responses with the aid of traditional manipulators. In this apparatus, novel and complex stimulation increased exploration but did not affect locomotor activity (LA), d-amphetamine (1.5 mg/kg) increased LA but decreased exploration. These findings provide a double dissociation of the behavioral components. In addition, low intrasubject correlations for the two behaviors were demonstrated. Results are discussed with reference to the need for simultaneous separate measures to obtain valid indices of exploratory behavior and LA.  相似文献   

Learning and nonlearned neophobia enhancement both contribute to the formation of illness-induced taste aversions by deer mice (Peromyscus maniculatus bairdi)     

Robert J. Robbins 《Learning & behavior》1980,8(4):534-542

An investigation was made of the occurrence of learned and nonlearned aversions in the acquisition of illness-induced taste aversions in mice of the genusPeromyscus. It was determined: (1) that illness following the ingestion of a novel flavor both produced aversions specific to that flavor and also enhanced neophobia directed toward novel flavors in general; (2) that the specific aversion and the enhanced neophobia appeared to be mediated by independent processes, with no indication that the enhanced neophobia was dependent upon the integrity of the specific aversion; and (3) that illness following the ingestion of familiar water produced enhanced neophobia, which did not appear to be mediated by an aversion to water. It was noted that the results were fundamentally in agreement with those previously obtained with laboratory rats, except that a demonstration of the independence between the two types of aversions has not yet been reported in those animals.  相似文献   

BOOK REVIEWS     

Norman Richardson  Dr Friedrich Schweitzer  Dr Peter Doble  Dr Jack Priestley  Dr William K. Kay  Dr Mandy Robbins 《British Journal of Religious Education》2007,29(3):305-321

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Literacies remaking public places: the Umbrella Movement of Hong Kong, 2014     

Julia Gillen  Mandy Hoi Man Yu  Gloria Ho Nga Fan  Selena Ho 《Literacy》2020,54(2):40-48

We approach Hong Kong's Umbrella Movement, also known as Occupy Central, encountered in 2 days in November 2014 as an exemplar of literacy as placemaking. As a contemporary city‐based resistance movement, the creation and subsequent resemiotisation of literacy artefacts were an important element of spatialised practice in asserting a new and dynamic sense of citizenship. In their collaborative design, shared commitment to certain values and expressions of political resistance, these occupation sites may be read as an instantiation of Goodsell's concept of public space. The initial research site of engagement gave rise to a dataset of photographs that the authors examined together as discourses in place, informed by cultural knowledge of Hong Kong. Selecting two photographs, we broaden out beyond the linguistic features of texts to consider processes of creative semiotic remediation. We suggest that in such placemaking activities, the Umbrella Movement activists embodied Giroux's concept of literacy as emancipatory practice. Finally, we make suggestions as to how this study might be connected to a critical pedagogy of place.  相似文献   

A Learning Curve‐Based Assembly Game     

Thomas R. Robbins 《Decision Sciences Journal of Innovative Education》2019,17(4):344-362

This article describes a game used in an MBA‐level operations management course to help students understand the concept of the learning curve. Student teams participate in an interactive, hands‐on Lego assembly exercise, measuring their times through repeated trials after which they calculate their team's learning curve rate. The exercise is oriented to illustrate the mechanisms by which learning occurs both individually and organizationally. After students complete their work in groups, the data is aggregated across the class and analyzed to further illustrate key principles of the learning curve. A modified version of the game based on cup‐stacking has been developed for online students.  相似文献   

ADMINISTRATION AND ORGANIZATION     

Jerry Robbins 《The Educational forum》2013,77(2):263-264

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Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum     

Mandy Biggers  Cory T. Forbes 《International Journal of Science Education》2013,35(14):2205-2229

Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students’ learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers’ learning to teach science as inquiry.  相似文献   

Is contact with people with disabilities a guarantee for positive implicit and explicit attitudes?     

Sascha Hein  Mandy Grumm  Michael Fingerle 《欧洲特需教育杂志》2013,28(4):509-522

In the past 50 years research on attitudes toward people with disabilities has repeatedly revealed negative attitudes by predominantly using self-report measures. The main aim of the present contribution was to develop an Implicit Association Test (IAT) to assess implicit attitudes toward people with disabilities. For this purpose 47 university students majoring in special education (11 male, 36 female) were asked to complete the IAT in addition to self-reported explicit attitudes (affective, cognitive, and behavioural component). Moreover, the students were asked about the amount and perceived quality of their contact experience with people with disabilities. Results showed that participants reported on average most negative explicit attitudes in the affective, followed by the cognitive and the behavioural component. On average, students were more likely to associate the category ‘disabled’ with the attribute ‘unpleasant’ on the IAT. Overall, explicit and implicit attitudes were only weakly correlated. The amount of contact significantly predicted the three components of explicit attitudes, but not implicit attitudes. The results and limitations of this study will be discussed with respect to their implications for the educational context.  相似文献   

Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-based Neuroscience Professional Development     

John L. Pecore  Mandy L. Kirchgessner  Laura L. Carruth 《Clearing house (Menasha, Wis.)》2013,86(6):238-245

Abstract

Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences.  相似文献