International Trends in Health Science Librarianship Part 18: The Middle East (Iran,Qatar and Turkey)          下载免费PDF全文

Kimia Zeraatkar  Haleh Ayatollahi  Tracy Havlin  Karen Neves  Mesra Şendir 《Health information and libraries journal》2016,33(2):156-160

This is the 18th in a series of articles exploring international trends in health science librarianship in the 21st century. The focus of the present issue is the Middle East (Iran, Qatar and Turkey). The next feature column will investigate trends in the Balkan States JM  相似文献   

Patronage and an oral tradition: Influences on attributions of distance learners in a traditional society (A qualitative study)     

Karen Murphy 《Distance Education》1991,12(1):27-53

This paper examines sociocultural influences on the attributions for success and failure among distance learners in Turkey. To gather data on influences on student attributions, in‐depth interviews and observations of four first‐year distance learners were conducted. The two influences discussed, patronage and oral tradition, are central aspects of Turkish culture — emanatingfrom Islam and the Ottoman Empire. It was found that, when the distance learners operated outside the traditional patronage system in a society with roots in an oral tradition, they coped with their first year in the system by reconceptualising their roles as both students and employees. Implications of this research relate to problems inherent in applying Western‐based attribution theory to distance learners in traditional cultures.  相似文献   

Changes in and Stability of Cardiovascular Responses to Behavioral Stress: Results from a Four-Year Longitudinal Study of Children   总被引：2，自引：0，他引：2  

Karen A. Matthews  Karen L. Woodall  Catherine M. Stoney 《Child development》1990,61(4):1134-1144

This study examined the changes in and stability of cardiovascular responses to behavioral stress among 132 children in a 4-year longitudinal study. Children's heart rate and blood pressure were measured at rest and while performing 3 tasks: serial subtraction, mirror image tracing, and isometric exercise. This procedure was followed at study entry when children were in grades 2-12 (ages 6-18 years) and at follow-up when children were in grades 6 through post-high school (ages 11-21 years). Results showed that blood pressure and heart rate responses during the tasks were reliable across time for all measures except heart rate responses during isometric exercise. Systolic blood pressure responses to all tasks increased with age for boys, but not for girls. These results support the notion that cardiovascular responses to behavioral stress are a stable individual difference variable.  相似文献   

Reflections on education and transitional justice: notes from the field     

Tricia Logan  Karen Murphy 《比较教育学》2017,53(3):483-494

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Assessing Girls' Reactions to Science Workshops     

Yanowitz  Karen L.  Vanderpool  Staria S. 《Journal of Science Education and Technology》2004,13(3):353-359

Many science education programs have recently been developed to increase girls' participation in science, however, few formal evaluations of these types of programs have been reported. The present research evaluated fifth grade girls' perceptions of a 1-day science education program. Students attended workshops describing different science fields. Study 1 revealed that attending the workshops increased students' interest in the specific field covered in the workshop. However, even after attending the workshops, students did not believe women typically entered those various fields. A second year evaluation revealed that most students agreed they had learned about individual tasks that scientists do in the various fields. However, significantly fewer believed they learned about educational requirements, problems women might face in the field, or how science can be used to help people. Results are discussed in terms of potential factors that workshop presenters might want to consider in future programs.  相似文献   

Disjunctured reciprocity: paradoxes of community-school relationship in Nepal     

Uma Pradhan  Shivana Shrestha  Karen Valentin 《Globalisation, Societies & Education》2019,17(5):561-573

ABSTRACT

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.  相似文献   

Turkey's first international distance education symposium     

Karen L. Murphy 《Educational technology research and development : ETR & D》1997,45(1):121-121

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Clergy’s Views of the Relationship between Science and Religious Faith and the Implications for Science Education     

Daniel L. Dickerson  Karen R. Dawkins  John E. Penick 《Science & Education》2008,17(4):359-386

Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g. church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings of science and its relationship to faith for them, their colleagues, and their congregations.

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Daniel L. Dickerson (Corresponding author)Email:

Karen R. DawkinsEmail:

John E. PenickEmail:

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Strengths-based blended personalized learning: An impact study using virtual comparison group     

Elizabeth M. McCarthy  Ying Liu  Karen L. Schauer 《Journal of Research on Technology in Education》2020,52(3):353-370

Abstract

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.  相似文献   

Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education     

Rob Freathy  Jonathan Doney  Giles Freathy  Karen Walshe  Geoff Teece 《British Journal of Educational Studies》2017,65(4):425-443

This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5–11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures. These procedures are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.  相似文献