Interdisciplinary Problem-Based Learning in Gerontology: A Plan of Action     

Robin Majeski  Merrily Stover 《Educational gerontology》2013,39(10):733-743

Issues of older adults are often ill-structured and complex, requiring the application of insights from different disciplines to be adequately addressed. Gerontology has often used a multidisciplinary rather than an integrated interdisciplinary approach. Interdisciplinary and problem-based learning (PBL) provide pedagogical tools which teach gerontology students skills for understanding and resolving gerontological issues. The paper presents the concepts of interdisciplinarity and problem-based learning, the types of interdisciplinarity (interdisciplinarity at micro and macro levels of analysis, interdisciplinarity with different attributes of the same unit of analysis), learning outcomes of interdisciplinarity and problem-based learning, the incorporation of interdisciplinary problem-based learning in academic programs, steps of interdisciplinary problem-based study of a gerontological issue, and directions for the future study of this approach.  相似文献   

Factors Influencing M.S.W. Students' Interest in Clinical Practice     

Robin Perry PhD 《Journal of Teaching in Social Work》2013,33(1):47-70

This study utilizes linear and log‐linear stochastic models to examine the impact that a variety of variables (including graduate education) have on M.S.W. students' desires to work in clinical practice. Data was collected biannually (between 1992 and 1998) from a complete population sample of all students entering and exiting accredited graduate programs of social work in California (n = 5,793). The influences of past practice experiences, professional motivations, socio‐demographic characteristics, ideological affiliations, and education and training experiences while a graduate students were all examined. Findings suggest that there is tremendous commonality in the variability of interest toward doing clinical practice among all student groups both before and after the completion of graduate studies. Male and female students, students of varied ethnic, social class and political identifications/affiliations, along with students of varied ages did not differ in their desire or interest to engage in clinical practice. The desire to prepare for private practice had the strongest influence—that was maintained over the course of their education—on students' interests in clinical social work. Desires to work with the poor were not associated with students' desires to be clinicians who wish to apply their trade across a wide variety of problems and populations.  相似文献   

`But What is a Chemical Engineer?': Profiling the Membership of the British Institution of Chemical Engineers, 1922–1956     

Mackie  Robin 《Minerva》2000,38(2):171-199

This paper examines the membership of the professionalassociation of chemical engineering in Britain – the Institutionof Chemical Engineers – during its first three decades. Usingcollective methods of biography, it explores how long it took forclear boundaries to develop between this membership and the widerchemical community. Delineation was linked to the development ofan academic discipline. This paper argues that the indeterminateconstituency of the IChemE delayed growth, but allowed it to playa key role in shaping the development of the new profession.  相似文献   

The National Union of Teachers,the Educational Newspaper Company and the Schoolmaster, 1871–1909     

Robin S. Betts 《Journal of educational administration and history》1993,25(1):33-40

  相似文献   

Book reviews     

Robin Barrow  Carol Nash  L. E. H. Trainor  Ruth Weir  Mario O. D'Souza 《Interchange》1994,25(4):395-405

  相似文献   

Making the large group feel small: primary teachers’ classroom skills‐‐a speculation     

Robin Yeomans 《Cambridge Journal of Education》1987,17(3):161-166

  相似文献   

Normalization of zero-inflated data: An empirical analysis of a new indicator family and its use with altmetrics data     

Lutz Bornmann  Robin Haunschild 《Journal of Informetrics》2018,12(3):998-1011

Recently, two new indicators (Equalized Mean-based Normalized Proportion Cited, EMNPC; Mean-based Normalized Proportion Cited, MNPC) were proposed which are intended for sparse scientometrics data, e.g., alternative metrics (altmetrics). The indicators compare the proportion of mentioned papers (e.g. on Facebook) of a unit (e.g., a researcher or institution) with the proportion of mentioned papers in the corresponding fields and publication years (the expected values). In this study, we propose a third indicator (Mantel-Haenszel quotient, MHq) belonging to the same indicator family. The MHq is based on the MH analysis – an established method in statistics for the comparison of proportions. We test (using citations and assessments by peers, i.e. F1000Prime recommendations) if the three indicators can distinguish between different quality levels as defined on the basis of the assessments by peers. Thus, we test their convergent validity. We find that the indicator MHq is able to distinguish between the quality levels in most cases while MNPC and EMNPC are not. Since the MHq is shown in this study to be a valid indicator, we apply it to six types of zero-inflated altmetrics data and test whether different altmetrics sources are related to quality. The results for the various altmetrics demonstrate that the relationship between altmetrics (Wikipedia, Facebook, blogs, and news data) and assessments by peers is not as strong as the relationship between citations and assessments by peers. Actually, the relationship between citations and peer assessments is about two to three times stronger than the association between altmetrics and assessments by peers.  相似文献   

Students' Perceptions of Study Modes     

Pauline Hagel  Robin N. Shaw 《Distance Education》2006,27(3):283-302

This paper reports on a survey of how Australian undergraduate students perceive the benefits of broad study modes: face‐to‐face classes, web‐based study, and print‐based study. Two benefit types were identified through factor analysis: engagement and functionality. Respondents rated face‐to‐face classes highest on engagement and print‐based study highest on functionality. However, they distinguished only marginally between the engagement and functionality benefits of print‐based and web‐based study. Two variables associated with differences in students’ perceptions of study modes were attendance mode and student tenure. The findings raise questions about the learning and marketing rationales for offering web‐based delivery of educational programmes at the expense of both the traditional face‐to‐face experience and the traditional “distance” experience in Australia using print materials.  相似文献   

Handbook of research on e-portfolios – Ali Jafari & Catherine Kaufman     

Robin Mason   《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):174-174

  相似文献   

Moral education: the need for clearer thinking     

Robin Barrow 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(1-3):243-246

  相似文献