Facilitating Student Learning,the Assessment of Learning,and Curricular Improvement Through a Graduate Social Work Integrative Seminar     

Debora P. Schneller  Jo Brocato 《Journal of Teaching in Social Work》2013,33(2):178-194

Social work programs undertake to educate competent professionals and to promote critical thinking among students who are expected to become lifelong learners. In addition, programs are called on to develop reliable and valid measures for assessing student learning outcomes and to use assessment results to reflect upon and strengthen curriculum. This study explores the use of a graduate integrative seminar to accomplish these goals. The authors describe the learning and assessment processes of the seminar. The authors used a mixed-method research design to analyze data from students over a 3-year period regarding the effectiveness of the seminar as well as from graduate faculty regarding student achievement of curricular objectives. Results indicate that formative assessment processes promote student learning in a manner that mobilizes students to strive for excellence, and that an embedded measure of learning outcomes in the form of a final integrative project may serve as a rigorous assessment tool.  相似文献   

Overlap among College and University Library Collections     

Debora Shaw 《资料收集管理》2013,38(3):117-132

Analysis of twenty-six college and university libraries' monographic holdings in WorldCat shows that university libraries hold radically more rare titles and their collections are seven times larger than college libraries. Language and Literature (Library of Congress [LC] class P) accounts for 30% of university and 27% of college holdings. The number of books held declines and the number owned by only one library increases after the 2000 publication year. Since then, total library budgets have barely kept pace with inflation and book budgets have declined as a percentage of library expenditures. These changes align with current emphasis on priorities other than book collections.  相似文献   

Europe brings its members into line on genetic release     

MacKenzie D 《New scientist (1971)》1989,123(1684):22

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Tough choices: would a separate measles vaccination be a disaster for Britain?     

Graham-Rowe D  MacKenzie D 《New scientist (1971)》2002,173(2330):12-13

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Seeds of destruction: Penn State's participation in the GPO access model gateway program     

Debora Cheney   《Government Information Quarterly》1995,12(4)

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Muslims battle over birth control     

MacKenzie D 《New scientist (1971)》1985,107(1465):21

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Life's coming of age in utero     

MacKenzie D 《New scientist (1971)》1984,103(1416):42

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Comparing Teaching Approaches About Maxwell’s Displacement Current     

Ricardo Karam  Debora Coimbra  Maurício Pietrocola 《Science & Education》2014,23(8):1637-1661

Due to its fundamental role for the consolidation of Maxwell’s equations, the displacement current is one of the most important topics of any introductory course on electromagnetism. Moreover, this episode is widely used by historians and philosophers of science as a case study to investigate several issues (e.g. the theory–experiment relationship). Despite the consensus among physics educators concerning the relevance of the topic, there are many possible ways to interpret and justify the need for the displacement current term. With the goal of understanding the didactical transposition of this topic more deeply, we investigate three of its domains: (1) The historical development of Maxwell’s reasoning; (2) Different approaches to justify the term insertion in physics textbooks; and (3) Four lectures devoted to introduce the topic in undergraduate level given by four different professors. By reflecting on the differences between these three domains, significant evidence for the knowledge transformation caused by the didactization of this episode is provided. The main purpose of this comparative analysis is to assist physics educators in developing an epistemological surveillance regarding the teaching and learning of the displacement current.  相似文献   

Clinical Trial Registration in Physiotherapy Journals: Recommendations from the International Society of Physiotherapy Journal Editors     

O P Costa Leonardo  Christine Chung-Wei Lin  Debora Grossi Bevilaqua  Marisa Cota Mancini  Anne K Swisher  Chad Cook  Dan Vaughn  Mark R Elkins  Umer Sheikh  Ann Moore  Gwendolen Jull  Rebecca L Craik  Christopher G Maher  Rinaldo Roberto de Jesus Guirro  Amélia Pasqual Marques  Michele Harms  Dina Brooks  Guy G Simoneau  John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6

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Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education     

Debora L. Roorda  Helma M.Y. Koomen 《Child development》2021,92(1):174-188

The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; M_age = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献