Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19     

Laura D. Bauler  Kate M. Lesciotto  Wendy Lackey-Cornelison 《Anatomical sciences education》2022,15(2):221-232

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.  相似文献   

Reporting Quality of Single-Case Research Published in Learning Disabilities Journals     

Brittany L. Hott  Sarah Heiniger  Jasmine Justus  Kathleen M. Randolph  Amal Al Shabibi  Brooki Beasley  Kerry Frank  Wendy Mitchell  Courtney Tennell  Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238

Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed.  相似文献   

Marland's “magnificent gamble’—pittsburgh's great high schools     

Nicholas Wheeler Robinson 《The Urban Review》1968,3(2):28-31

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TWO MISTITLED HISTORIES     

Donald W. Robinson 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):399-407

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Multicultural Resources on the Internet: The United States and Canada: By Vicki L. Gregory, Marilyn H. Karrenbrock Stauffer, and Thomas W. Keene, Jr. Englewood, CO: Libraries Unlimited, 1999. ix, 366p. $28.00. ISBN 1–56308-676-X     

Bennie P. Robinson   《The Journal of Academic Librarianship》1999,25(6)

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Editorial     

Anna Robinson‐Pant  Karen Evans 《Compare》2008,38(4):381-383

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Has the AAMC lost its focus?     

John A. Robinson 《Academic Questions》2002,15(2):24-31

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Review: lmpression Management and Information Technology.     

A. Wendy Lyons 《Technical Communication Quarterly》1997,6(3):346-349

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Spoken and written discourse in online interactions: a multimodal approach (Routledge studies in multimodality)     

Wendy L. Bowcher 《Learning, Media and Technology》2017,42(2):251-255

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Technological agglomeration and the emergence of clusters and networks in nanotechnology   总被引：3，自引：0，他引：3  

Douglas K.R. Robinson  Arie Rip 《Research Policy》2007,36(6):871-879

Research and development at the nanoscale requires a large degree of integration, from convergence of research disciplines in new fields of enquiry to new linkages between start-ups, regional actors and research facilities. Based on the analysis of two clusters in nanotechnologies (MESA+ (Twente) and other centres in The Netherlands and Minatec in Grenoble in France), the paper discusses the phenomenon of technological agglomeration: co-located scientific and technological fields associated to coordinated technology platforms to some extent actively shaped by institutional entrepreneurs. Such co-location and coordination are probably a pre-requisite for the emergence of strong nanoclusters.  相似文献