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11.
Justine Roberts 《Information processing & management》1983,19(3):131-139
The national standard machine-readable bibliographic format for films was expanded and modified for use in cataloging a collection of medical illustrations at the University of California, San Francisco. SNOMED and MeSH subject terms are stored in the computer catalog records and used to produce precoordinated entry terms for an Anatomic Index and a Disease/Procedures Index to the collection. 相似文献
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Dilemmas of Teaching Inquiry in Elementary Science Methods 总被引：2，自引：0，他引：2
Newman William J. Abell Sandra K. Hubbard Paula D. McDonald James Otaala Justine Martini Mariana 《Journal of Science Teacher Education》2004,15(4):257-279
Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics. 相似文献
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Justine E. Hoch Ori Ossmy Whitney G. Cole Shohan Hasan Karen E. Adolph 《Child development》2021,92(4):1337-1353
Pre-mobile infants and caregivers spontaneously engage in a sequence of contingent facial expressions and vocalizations that researchers have referred to as a social “dance.” Does this dance continue when both partners are free to move across the floor? Locomotor synchrony was assessed in 13- to 19-month-old infant–mother dyads (N = 30) by tracking each partner’s step-to-step location during free play. Although infants moved more than mothers, dyads spontaneously synchronized their locomotor activity. For 27 dyads, the spatiotemporal path of one partner uniquely identified the path of the other. Clustering analyses revealed two patterns of synchrony (mother-follow and yo-yo), and infants were more likely than mothers to lead the dance. Like face-to-face synchrony, locomotor synchrony scaffolds infants’ interactions with the outside world. 相似文献
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An exploration of anatomists’ views toward the use of body painting in anatomical and medical education: An international study 
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下载免费PDF全文 Natalie E. Cookson Justine J. Aka Gabrielle M. Finn 《Anatomical sciences education》2018,11(2):146-154
Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded theory approach with data collection through interviews with academics and clinicians who utilized body painting as part of their anatomical teaching. Twenty‐six anatomists participated in the study from 14 centers worldwide. Three themes emerged from the data: (1) the efficacy of body painting, (2) the promotion of knowledge retention and recall, (3) considerations and practicalities regarding the use of body painting as a teaching tool. Subthemes show that body painting is used as an adjunct to the curriculum for teaching surface anatomy and peer examination. Benefits included diffusing the formal curricula, high student engagement and learning for future clinical practice. Body painting was advocated for promoting knowledge retention and recall, particularly learning through the process of cognitive load due to combining the use of color and kinesthetic learning with anatomical theory. Critical discussions surfaced on the topic of undressing in the classroom due to cultural and personal considerations possibly leading to unequal involvement and different learning experiences. Overall results support previous research showing that anatomists appreciate body painting as an effective, enjoyable, engaging and cost efficient adjunct to the multimodal anatomy curriculum. The role of cognitive load theory in learning anatomy through body painting emerged from the data as a possible theoretical framework supporting learning benefits from body painting and is suggested for further investigation. Anat Sci Educ 11: 146–154. © 2017 American Association of Anatomists. 相似文献
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Jeffrey T. Steedle Justine Radunzel Krista D. Mattern 《Journal of Educational Measurement》2019,56(2):331-360
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose. 相似文献
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John Tebbel, A History of Book Publishing in the United States: Volume IV–The Great Change, 1940- 1980 (New York: Bowker, 1981—$37.50) The Bowker Annual of Library and Book Trade Information (New York: Bowker, 1981 —$35.00) James Tinney and Justine Rector, eds. Issues and Trends in Afro-American Journalism (Lanham, Md.: University Press of America, 1980—$20.75/ 12.50) 相似文献
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Justine Patrzek Carola Grunschel Stefan Fries 《International journal for the advancement of counseling》2012,34(3):185-201
The purpose of this study was to investigate the antecedents and consequences of academic procrastination in students who frequent university counselling in regard to this issue. To undertake this, semi-structured interviews with 12 experienced university counsellors in German universities were conducted. A qualitative content analysis resulted in two category systems—antecedents and consequences. Whereas the antecedents were differentiated into nine categories and 30 themes, the consequences were differentiated into 10 categories and 20 themes. The findings indicated that the antecedents and consequences were largely a reflection of the students’ characteristics, their personal and learning situations, and the university environment. A layer model is discussed as a heuristic model for future research and for university counselling services. 相似文献
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Justine Grønbæk Pors 《教育政策杂志》2013,28(4):466-481
AbstractThis article proposes a framework for thinking about the ghostly, thus arguing that policy can be understood as a landscape of intersecting and colliding temporalities from which arouse curious workings of barely-there forces, spooky energies and vibrating saturations of affective ambivalences. I present an empirical study of a policy agenda of introducing an assessment culture and improving the management of the Danish public school. I explore how all the routines and habits deemed outdated and sought annihilated by a new policy paradigm continue to haunt head teachers as seething presence of lurking resistance towards the policy aims as well as insidious doubts. Thinking about the ghostly contributes to studies of education policy by locating the reality of power in the mundane everyday doings and experiences of educational practitioners and insisting on the very tangled way people sense and intuit the complexities of contemporary forms of power. 相似文献
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Justine MacLean 《Sport, Education and Society》2018,23(6):563-577
This paper reports findings from a recent large-scale survey of Physical Education (PE) teachers’ perceptions of teaching dance and compares them to results of a study completed 10 years previously [MacLean, J. (2007). A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education student teachers to teach dance in Scottish schools. European Physical Education Review, 13(1), 99–116]. The current position of dance is examined in light of the introduction of Curriculum for Excellence (CfE) in 2010, a national initiative in Scottish schools that provides a unified flexible curricular framework for children aged 3–18. Dance remains part of the PE curriculum but also for the first time in Scotland occupies an additional position within the Expressive Arts (EA). Teachers are positioned as agents of change tasked with greater autonomy, flexibility and responsibility in curriculum design. The inclusion of dance in both PE and EA provides potential for teachers to design curricula that excludes dance from the PE curriculum or alternatively use the opportunity to increase dance provision. Currently, little is known about the impact CfE has on the provision and position of dance or the factors that impinge on teachers’ decisions regarding the inclusion of dance in the curriculum. To further such understanding, 85 secondary school PE teachers responded to a questionnaire concerning dance opportunities within the current school context. In addition, the original participants from MacLean (2007) research were re-interviewed to identify and explore the factors that enable teachers to achieve agency when teaching dance. The results indicated that collaborative planning, united goals and collective action had enabled teachers to significantly increase dance provision in schools. Teacher attention had shifted from concerns about individual capacity to a focus on the level of social, cultural and material support in providing valuable educational experiences in dance for all pupils. 相似文献