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Jennifer Petersen 《International journal of qualitative studies in education》2013,26(4):537-555
The era of technical and scientific progress ushered in with the twentieth century brought new medical knowledge such as the Halstead ‘radical’ mastectomy, which promised a cure for breast cancer. These advances in medical knowledge were premised on an epidemiological model of disease, which shaped the treatment and public understanding of breast cancer through most of the twentieth century—to be replaced by a systemic model of breast cancer in the later years of the century. This article traces how this shift was both influenced by and influential on public understandings of medicine and disease. The author argues that, while the epidemiological model of disease shaped treatment options and public health campaigns through most of the century, current treatment regimes and health campaigns are shifting to reflect changes in the underlying model of disease (toward a systemic model). 相似文献
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Stefan Münzer 《Educational Media International》2013,50(1-2):91-100
This paper describes an empirical field study on synchronous co-operative distance learning carried out in a large software company. The goal of the study was to make an analysis of the co-operative learning process. Seven small groups consisting of three participants each completed an introductory web-based training about the Linux operating system. Four short synchronous co-operative phases were embedded in the web-based training. An analysis of the group discourses showed a large variation in the learning processes that took place in the different groups. This finding can be explained by the ill-defined instructional design on which the co-operative learning process was based. The methodology used in the present study enables both a detailed analysis of the learning process as well as for the development of task-specific process models that can be used for the re-design of instruction. Une evaluation de l’apprentissage coopératif synchrone sur le champs: l’importance d’un schéma d’instruction. Cet article décrit une étude de cas empirique sur un enseignement À distance synchrone et coopératif menée dans une grande compagnie productrice de software. Let but de l’étude était de faire une analyse du processus d’apprentissage coopératif. 7 petits groupes comprenant chacun 3 participants ont suivi une formation introductive basée sur le Web sur le systéme opératoire Linux. 4 courtes phases synchrones coopératives étaient comprises dans l’apprentissage basé sur le Web. Une analyse des discourse des groupes a montré de grandes variations dans le processus d’apprentissage qui a eu lieu dans les différents groupes. Ces résultats peuvent être expliqués par le fait que l’élaboration de cette instruction sur laquelle le processus d’apprentissage coopératif étant basé était mal définie. La méthodologie utilisée dans l’étude présente permet À la fois une analyse détaillée du processus d’apprentissage aussi bien que le développement de modéles de tÂches spécifiques que peuvent être utilisés pour la re-élaboration de l’instruction. Ein Feldversuch mit kooperativem synchronem E-Learning: Die Bedeuting des Instruktionsdesigns. In diesem Beitrag wird eine empirische Feldstudie in synchronem kooperativen Distance Learning beschrieben, die in einer grossen Softwarefirma angestellt wurde. Ziel der Studie war, einen kooperativen Lernprozess zu analysieren. Sieben kleine, aus drei Teilnehmern bestehende Gruppen führten jeweils ein web-basiertes Einführungsprogramm über das Linux Betriebssystem durch. In das web-basierte Training waren vier kurze synchrone kooperative Phasen eingebaut. Eine Analyse der Gruppendiskurse ergab eine grosse Varianz der in den einzelnen Gruppen stattfindenden Lernprozesse. Diese Befund Kann durch den unklaren Unterrichtsentwurf, auf den der kooperative Lernprozess gegründet war, erklärt werden. Die in der angeführten Studie verwendete Methodologie liefert sowohl eine detaillierte Analyse des Lernprozesses als auch die für die Weiterentwicklung des Lernprogramms benötigten aufgabenspezifischen Modelle. 相似文献
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Stefan Berger 《Archival Science》2013,13(1):1-22
This article analyses the role of national archives for the construction of national master narratives. It starts off by discussing the different origins of national archives, the merits of talking about proto-national archives and the importance of the French revolution for establishing the modern national archive system. It goes on to highlight the difficulties of historians with obtaining access to the archives in the nineteenth century. The importance of archives in authenticating and legitimating the authority of historical work meant that archives became increasingly important for the professionalization of history writing. As history writing saw one of its prime tasks in legitimating the nation-state, archives soon occupied an important position for nation-building projects. They got involved in editing sources regarded as being of national importance, and they played a role in projects of national pedagogy. The article also charts efforts to centralize archives at the national level which resulted in failure almost everywhere. Nevertheless, whilst archives were clearly important for imperial and also subnational projects, it was the national archives that captured the imagination of nation-states in the nineteenth and twentieth centuries. Despite the importance of national archives, the articles goes on to argue that it is striking that most national master narratives in the modern period were not based on archival work. 相似文献
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Matthew K. Burns Heather Kwoka Becky Lim Melissa Crone Katherine Haegele David C. Parker Shawna Petersen Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc. 相似文献