排序方式： 共有141条查询结果，搜索用时 31 毫秒
101.
Anh Tran 《Health information and libraries journal》2017,34(3):258-262
Public Health England plays a vital role in ensuring the health of the nation. The Knowledge and Library Service (KLS) is a key part of the organisation's evidence supply chain. KLS staff handle over 200 requests for literature searches per annum, and this number is increasing exponentially year on year. Searches are often complex and require specialist public health knowledge to complete effectively. Library staff who are new to the area of public health require support and training. In this article, Anh Tran, Knowledge and Evidence Specialist for Public Health England, discusses a peer supported literature search training course that has been developed in‐house for the benefit of new library staff, and to increase the Knowledge and Library Service's literature searching capacity at Public Health England. H. S. 相似文献
102.
Huong Thi Pham 《Journal of Higher Education Policy & Management》2019,41(2):172-185
For more than 15 years, Vietnam has worked to develop a quality assurance (QA) system as part of its effort to reform higher education. The government’s effort seeks to respond to widespread criticism over the quality of training in higher education. The appropriation of western QA mechanisms and the effectiveness of the QA system as it has been implemented, however, is still viewed with scepticism. This paper reports on a study of academics and QA practitioners’ perceptions of quality assurance. Documentation and in-depth interviews were used in the study. The findings show that QA remains a new concept in the country, which appears to have promoted a compliance-driven approach to mandated policies rather than a system that promotes academics’ engagement in continuous improvement. Moreover, the appropriated mechanism may be seen as contradictory to the values respected by academics and rooted in a Confucian society. 相似文献
103.
Ly Thi Tran Tran Le Huu Nghia Cam Khuong Truc Thi Thanh Le 《Teaching in Higher Education》2019,24(6):755-771
Language and learning advisors (LLAs) play a vital role in supporting the academic development of a fast-growing population of international students. This paper tackles the professional development practices for LLAs and barriers to their professional development. Using Bourdieu’s concepts of field and habitus, the paper addresses the mutual interactions between the work environment and LLAs’ thinking and actions regarding providing language and learning advice to international students. The analysis of 44 semi-structured interviews with LLAs from 18 institutions shows that there was a scarcity of targeted professional development opportunities for LLAs to improve their expertise directly related to international students and internationalisation of education. Financial shortage, time constraints, casualisation conditions, managerial issues, academic to professional employment re-classification for LLAs and the ongoing marginalisation of LLAs have created unfavourable contexts for LLAs’ professional development. The paper points out the critical need to create better work conditions for LLAs, to ensure more investment in creating targeted opportunities for LLAs’ professional development and to provide more resources and attention to support their enactment of agency and development of professional capacities. 相似文献
104.
Tuan D. Tran Laura C. Adducci Liza D. DeBartolo Beth A. Bower Eugene R. Delay 《Learning & behavior》1994,22(4):421-426
Cross-modal transfer of learning between black/white and rough/smooth discrimination tasks was studied in a two-choice maze procedure in which the stimuli for both discriminations were located on the floor of the maze. Rats were trained initially with cues of one modality and then given transfer training with cues of the second modality. The amount of transfer produced by two criteria of learning, 9 correct responses in 10 trials and 18 correct responses in 20 trials, was also studied. Bidirectional cross-modal transfer of learning was demonstrated more clearly with the more stringent learning criteria. These positive transfer effects appeared primarily to be the result of general transfer processes. 相似文献
105.
Le Huu Nghia Tran 《Journal of Education & Work》2017,30(8):854-867
This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students’ responses to a paper-based survey showed that despite a variety of extra-curricular activities being frequently organised, students engaged in these activities just above a moderate level. The analysis revealed that students with different motivations as well as students from different university types, disciplines, and university years engaged differently with developing employability skills via this channel. Five inhibitors of their engagement were identified, including students’ working part-time, a lack of information about extra-curricular activities, students’ beliefs about participating bringing no benefits, competition with curriculum-based activities, and unprofessional organisation of these activities. The article discusses ways to improve student engagement with developing employability skills via extra-curricular activities. 相似文献
106.
107.
Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL. 相似文献
108.
Dung Tran James E. Tarr 《International Journal of Science and Mathematics Education》2018,16(8):1581-1603
Through the lenses of statistical investigations and cognitive demands, we examined bivariate data tasks offered in US high school mathematics textbook series—a popular representative of three curriculum types: traditional, integrated, and hybrid. We developed a framework grounded in literature of association topics for the inclusion and exclusion of tasks. Using the Guidelines for Assessment and Instruction of Statistics Education (GAISE) framework, textbook tasks were coded for four investigation components (formulate questions, collect data, analyze data, and interpret results) and levels of statistical sophistication, as well as levels of cognitive demand as suggested by the Mathematical Complexity framework. Across the three series 582 statistical association tasks, all components of statistical investigation were evident with different levels of treatment: (a) all questions for statistical investigations were provided by textbook authors; (b) tasks rarely afforded student opportunities to collect data; and (c) nearly all of the tasks required students to analyze data and most required them to interpret results. Tasks in the integrated series were more numerous (n = 246) and required higher levels of mathematical complexity and statistical sophistication than tasks in the traditional and hybrid series. The vast majority of tasks were coded at the GAISE Level B for analyze data and interpret results and moderate level for mathematical complexity. Further analyses show the concordance between the developmental levels for statistical sophistication and mathematical complexity. Suggestions for curriculum development, content analysis, and future research are provided. 相似文献
109.
Le Thi Mai 《Educational Philosophy and Theory》2020,52(11):1120-1125
110.
James Soland Nate Jensen Tran D. Keys Sharon Z. Bi Emily Wolk 《Educational Assessment》2019,24(2):119-134
A vast literature investigates academic disengagement among students, including its ultimate manifestation, dropping out of school. Research also shows that test disengagement can be a problem for many inferences educators and policymakers wish to draw from test scores. However, few studies consider whether academic and test disengagement are related. In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items. We also examine whether social-emotional factors like low academic self-efficacy and self-management, which research suggests are the root causes of academic disengagement, are also related to rapid guessing behavior. Our results provide evidence that academic and test disengagement are related, including through a common association with poor self-management. The implications of this connection for measurement and practice are discussed. 相似文献