One Brief,Shining Moment? The Impact of Neo‐liberalism on Science Curriculum in the Compulsory Years of Schooling     

Dorothy Veronica Smith 《International Journal of Science Education》2013,35(9):1273-1288

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science curriculum of a societal shift to neo‐liberalism and an attendant policy shift to outcomes‐based education should be explicitly acknowledged; further, that the forms of curriculum that emerge from neo‐liberalism are unlikely to provide the engaging and inclusive science education needed today. To illustrate the impact of the neo‐liberal societal shift on science curriculum I compare an exemplary, inclusive and innovative science curriculum document from the 1980s with its outcomes‐based successor from the 1990s. I show that in this case the shift to the outcomes‐based form significantly restricted the possibilities for framing science education to respond to the local community, restricting a vision of science as a social institution; further, it framed each learner as an individual to the exclusion of community while reducing options for framing learning to meet individual needs. I argue that it is important for the future disciplinary well‐being of science, and for the well‐being of society on the whole, that both science and its scientists be seen as socially located. Science curriculum documents must initiate and support this perspective.  相似文献   

Hackathon Planning and Participation Strategies for Non-Techie Librarians     

Bethany S. McGowan 《Public Services Quarterly》2016,12(3):271-276

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Investigating the efficacy of concept mapping with pupils with autistic spectrum disorder     

Veronica Roberts  Richard Joiner 《British Journal of Special Education》2007,34(3):127-135

Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies.  相似文献   

EXTENDING THE VALIDITY OF THE FAMILY INVOLVEMENT QUESTIONNAIRE–SHORT FORM FOR CULTURALLY AND LINGUISTICALLY DIVERSE FAMILIES FROM LOW‐INCOME BACKGROUNDS     

Rebecca J. Bulotsky‐Shearer  Johayra Bouza  Krystal Bichay  Veronica A. Fernandez  Patricia Gaona Hernandez 《Psychology in the schools》2016,53(9):911-925

The construct validity of the Family Involvement Questionnaire–Short Form (FIQ‐SF) was examined in an independent sample of ethnically and linguistically diverse low‐income families (N = 498) enrolled in an urban Head Start program in the Southeast. A series of exploratory and confirmatory factor analyses replicated the three‐factor structure identified in initial validation studies with Northeast samples: home‐school conferencing, home‐based involvement, and school‐based involvement. Findings from multiple group confirmatory factor analyses provided evidence that the three‐factor structure was invariant across family ethnicity. multivariate analyses of variance also confirmed hypothesized mean differences on FIQ‐SF dimension scores across family demographic variables such as caregiver ethnicity, primary home language, caregiver education, employment, and marital status. Findings replicate and extend prior construct validity evidence to support the use of the FIQ‐SF by early childhood education programs such as Head Start serving diverse families from low‐income backgrounds. Implications for future research, practice, and policy applications in early childhood are discussed.  相似文献   

Does Training Toddlers in Emotion Knowledge Lead to Changes in Their Prosocial and Aggressive Behavior Toward Peers at Nursery?     

Veronica Ornaghi  Elisa Brazzelli  Ilaria Grazzani  Alessia Agliati  Maria Lucarelli 《Early education and development》2017,28(4):396-414

Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers.  相似文献   

A rapid evidence‐based service by librarians provided information to answer primary care clinical questions     

Jessie McGowan  William Hogg  Tamara Rader  Doug Salzwedel  Danielle Worster  Elise Cogo  Margo Rowan 《Health information and libraries journal》2010,27(1):11-21

Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers.  相似文献   

印·象     

Veronica 《今天．双语时代》2010,(6):70-76

我们在之前的杂志中介绍过AIESEC（国际经济学商学学生联合会,目前世界上最大的非政府,非营利性的国际学生组织）,受到很多年轻读者的欢迎。这之后,我们又陆续刊登了一些AIESEC成员在海外实习过程中所经历的故事,从中我们不难看到,这个具有挑战性的平台为他们提供了提升领导力的机会。  相似文献   

Continuing professional development in the NHS—what is to be done?     

Veronica Fraser 《Health information and libraries journal》1999,16(4):268-270

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World Health Organization's Early AI-supported Response with Social Listening Platform     

Bethany S. McGowan 《Journal of the Medical Library Association》2022,110(2):273

World Health Organization''s Early AI-supported Response with Social Listening Platform (WHO EARS). WHO HQ, Avenue Appia 20, 1211, Geneva 27, Switzerland; https://www.who-ears.com/; free.  相似文献   

Global marketing strategy in professional sports. Lessons from FC Bayern Munich     

Veronica Baena 《Soccer & Society》2019,20(4):660-674

This study analyses the global marketing strategy developed by FC Bayern Munich, one of the most successful football clubs in terms of athletic achievements, financial performance and number of worldwide supporters. It aims to shed light on the efficacy of the club’s management in addressing the demands of the existing stakeholders as well as its rapidly expanding global fan base among other aspects. To achieve these goals, an in-depth analysis based on the study of technical reports, official websites, commissioned consultancy studies and surveys has been conducted. A series of interviews with academics and supporters was also conducted. Findings reveal that FC Bayern Munich has already taken strides towards addressing the needs of its original local supporter-owners as well as those of its global fans. Other points discussed include strategies to increase the target market, to become more international and to close important deals and sponsorships.  相似文献