Generational conflict and university reform: Oxford in the age of revolution     

Robert Anderson 《History of education》2015,44(3):395-396

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Editorial: From the president‐elect     

Jerry M. Anderson CSSA President‐Elect 《Communication Studies》2013,64(2)

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Evaluating clinical librarian services: a systematic review   总被引：1，自引：1，他引：0  

Brettle A  Maden-Jenkins M  Anderson L  McNally R  Pratchett T  Tancock J  Thornton D  Webb A 《Health information and libraries journal》2011,28(1):3-22

Background: Previous systematic reviews have indicated limited evidence and poor quality evaluations of clinical librarian (CL) services. Rigorous evaluations should demonstrate the value of CL services, but guidance is needed before this can be achieved. Objectives: To undertake a systematic review which examines models of CL services, quality, methods and perspectives of clinical librarian service evaluations. Methods: Systematic review methodology and synthesis of evidence, undertaken collaboratively by a group of 8 librarians to develop research and critical appraisal skills. Results: There are four clear models of clinical library service provision. Clinical librarians are effective in saving health professionals time, providing relevant, useful information and high quality services. Clinical librarians have a positive effect on clinical decision making by contributing to better informed decisions, diagnosis and choice of drug or therapy. The quality of CL studies is improving, but more work is needed on reducing bias and providing evidence of specific impacts on patient care. The Critical Incident Technique as part of a mixed method approach appears to offer a useful approach to demonstrating impact. Conclusions: This systematic review provides practical guidance regarding the evaluation of CL services. It also provides updated evidence regarding the effectiveness and impact of CL services. The approach used was successful in developing research and critical appraisal skills in a group of librarians.  相似文献   

The Crisis in Research Librarianship   总被引：1，自引：0，他引：1  

Rick Anderson 《The Journal of Academic Librarianship》2011,37(4):289-290

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Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning     

Gregory P. Thomas  David Anderson 《Learning Environments Research》2014,17(1):139-155

Concerns persist regarding science classroom learning environments and the lack of development of students’ metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students’ reasoning and learning. Interventions should account for the nature of the subject material to be learned. This study employed a mixed-methods approach to investigate the efforts of university researchers and a classroom teacher to change the learning environment of a year 11 chemistry classroom. Changes in participants’ perceptions of their learning environment and corresponding changes in their metacognition and associated reasoning are documented. The teacher’s use of language that explicitly targeted students’ metacognitive knowledge altered their metacognition. Students reported changes in their learning environment and an increased awareness of how they considered chemistry might be learned. Classroom environment instruments can act as reliable indicators for monitoring changes in psychosocial dimensions of classroom environments that can be directly related to students’ metacognition.  相似文献   

Neuroscience Perspectives for Science and Mathematics Learning in Technology-Enhanced Learning Environments     

O. Roger Anderson  Bradley C. Love  Meng-Jung Tsai 《International Journal of Science and Mathematics Education》2014,12(3):467-474

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‘World-travelling’: a framework for re-thinking teaching and learning in internationalised higher education     

Vivienne Anderson 《Higher Education》2014,68(5):637-652

In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity.  相似文献   

The Church and Child Protection: The Safe Families Story: Volunteers offer hospitality to families in need     

David Anderson 《Child abuse & neglect》2014

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Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings     

Janice L. Anderson  Jane P. Ellis  Alan M. Jones 《CBE life sciences education》2014,13(3):375-386

This study examined children''s drawings to explain children''s conceptual understanding of plant structure and function. The study explored whether the children''s drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings.  相似文献   

Is a picture always worth 1000 words? Website images of classrooms and perceptions of the institution     

Devlin  Ann Sloan  Anderson  Alaina  Hession-Kunz  Sarah  Zou  Amy 《Learning Environments Research》2022,25(1):217-233

Learning Environments Research - When classroom facilities are out of date, students complain (Habaci et al., in Procedia Soc Behav Sci 64:58-64 2012, https://doi.org/10.1016/j.sbspro.2012.11.008...  相似文献