The concerns and interests of expectant and new parents: assessing learning needs     

Svensson J  Barclay L  Cooke M 《The Journal of perinatal education》2006,15(4):18-27

Antenatal education is an important component of antenatal care in the developed world, but research indicates that it may not be meeting consumer needs. This article provides an overview of a needs assessment that aimed to determine the concerns and interests of expectant and new parents and how they prefer to learn during the periods of pregnancy and the early weeks of parenthood. The findings could be used to develop an innovative approach to antenatal education in order to prepare expectant and new parents for the birth experience and the early weeks of parenthood. The current study's results identified that expectant and new parents' concerns and interests during pregnancy, childbirth, and new parenting fall within five interrelated conceptual areas: 1) perceiving achievement or failure; 2) taking on "risk"; 3) riding an emotional "roller coaster" of joy, anxiety, and uncertainty; 4) needing to "know...what is normal"; and 5) needing help to "perform well."  相似文献   

Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers   总被引：1，自引：0，他引：1  

William R. Penuel  Harold McWilliams  Carla McAuliffe  Ann E. Benbow  Colin Mably  Margaret M. Hayden 《Journal of Science Teacher Education》2009,20(5):415-436

This paper compares and contrasts the impacts of three professional development designs aimed at middle school Earth science teachers on how teachers plan and enact instruction. The designs were similar in their alignment to research-based practices in science professional development: each design was of an extended duration and time span, included follow-up support to teachers, and incorporated active learning approaches in the professional development. In addition, the designs had a high level of coherence with other reform activities and with local standards. The main difference among the designs was in the roles of teachers in designing, adopting, or adapting curriculum materials. Evidence from teacher survey and observation data indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding, but differences among programs was more evident in their impacts on instructional planning.  相似文献   

Antonio Gramsci and Feminism: The elusive nature of power     

Margaret  Ledwith 《Educational Philosophy and Theory》2009,41(6):684-697

From a feminist perspective, I am interested in 'women's ways of knowing' ( Belenky et al., 1997 ) and the relationship between knowledge, difference and power ( Goldberger et al., 1996 ). Here I trace the relevance of Gramsci to my own feminist consciousness, and the part he played in my journey to praxis. I also address feminism's intellectual debts, most particularly in relation to the concept of hegemony. The intellectual context has shifted in emphasis from macro- to micro-narratives which reject Marxism as masculinist and dichotomous. The dilemma has been an overemphasis on the personal-cultural at the expense of the collective-political, distracting us from action for social justice at the same time as globalisation is creating escalating world crises of justice and sustainability. In conclusion, I advocate a re-reading of Gramsci in the light of key feminist critiques of class and patriarchy in order to develop i) analyses based on multiple sites of oppression and ii) action which reaches from local to global through alliances to achieve a more integrated feminist praxis. Throughout, I use 'dis'ability and 'race' to denote the socially constructed nature of these concepts.  相似文献   

A comparison of PISA and TIMSS 2003 achievement results in mathematics   总被引：1，自引：0，他引：1  

Margaret Wu 《Prospects》2009,39(1):33-46

This study compares the Programme for International Student Assessment (PISA) 2003 Mathematics results with the Trends in International Mathematics and Science Study (TIMSS) 2003 Grade 8 mathematics results, using country mean scores for 22 participants of both studies. It is found that Western countries generally performed better in PISA than in TIMSS, and Eastern European and Asian countries generally performed better in TIMSS than in PISA. Furthermore, two factors, content balance and years of schooling, can account for 93% of the variation between the differential performance of countries in PISA and TIMSS. Consequently, the rankings of countries in the two studies can be reconciled to a reasonable degree of accuracy.  相似文献   

Learning to work together: health and social care students’ learning from interprofessional modules     

Margaret E. Miers  Caroline E. Rickaby  Brenda A. Clarke 《Assessment & Evaluation in Higher Education》2009,34(6):673-691

This paper reports on a study of student learning about collaboration and discusses the effectiveness of different forms of assessment in facilitating learning. The study was conducted in a large health and social care faculty in which all students on pre‐qualifying professional programmes learn together in modules aimed at developing collaborative skills. Data about student learning were collected through interviews with 42 students and analysis of 53 students’ completed assignments. The paper focuses on two questions: (1) What did students learn about collaborating in groups and about their own collaborative skills? (2) Which forms of assessment were effective in recording this learning? Interview and assignment data demonstrated that students learned about groups and group participation, about themselves in group situations and about the relevance of interprofessional learning to working collaboratively in professional practice. Module 3 (third year) assessments provided evidence of transference of learning from module to practice. Whereas learning logs, completed during the module as a form of reflective assessment, appeared to promote self‐awareness about own collaborative skills, reflective essays, completed after module sessions had ended, provided more opportunities for analysis and to link theory to practice.  相似文献   

Promoting and recognising excellence in the supervision of research students: an evidence‐based framework     

Duncan Nulty  Margaret Kiley  Noel Meyers 《Assessment & Evaluation in Higher Education》2009,34(6):693-707

One issue universities face is the need to demonstrate excellence in postgraduate research supervision at the individual, faculty and university level. While poor supervision might become obvious over time, with grievances, withdrawals and poor completion times and rates, this paper focuses specifically on identifying and demonstrating supervisory excellence. Currently, the amount and range of evidence used to support claims of supervisory excellence tends to be limited, leaving supervisors, faculties and institutions in a position where demonstrating excellence remains difficult. This paper proposes two inter‐dependent ideas which, considered together, help to redress this problem. The first is a ‘map’ for the collection and use of evidence of supervisory excellence. The second is a ‘template’ for a ‘supervisory excellence report’. The ‘map’ details the organisational elements, uses of data, and data types which can be considered. The ‘report’ explains one simple and potent way to organise and present these data for multiple purposes. Together they constitute a much‐needed framework for promoting and recognising excellence in the supervision of research students.  相似文献   

On target or missing the mark? Instruction courses in LIS graduate programs     

Margaret Dodson 《Public Services Quarterly》2020,16(2):83-94

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Relationships of hip abductor strength,neuromuscular control,and hip width to femoral length ratio with peak hip adduction angle in healthy female runners     

Richard A. Brindle  D. David Ebaugh  John D. Willson  Margaret A. Finley  Patricia A. Shewokis  Clare E. Milner 《Journal of sports sciences》2020,38(20):2291-2297

ABSTRACT

A large peak hip adduction angle during running is a risk factor for several overuse injuries in women. The purpose of this study was to determine if female runners with a large peak hip adduction angle have differences in eccentric hip abductor muscle strength, hip neuromuscular control, and/or hip width to femoral length ratio (HW:FL) compared to those with a small angle. Hip adduction during running, hip strength, hip control, and HW:FL were measured in sixty healthy female runners (1.66 ± 0.06 m; 63.2 ± 8.3 kg; 27 ± 6 years). Data from twenty runners with the largest and twenty with the smallest peak hip adduction angles were analysed. Between-group differences in hip strength, control, and HW:FL were determined using independent t-tests (p < 0.05). Variables that were significantly different between groups were entered into a regression model. Runners in both groups had similar hip strength (p = 0.90) and control (p = 0.65). HW:FL was greater in the large peak angle group (p = 0.04), but only explained a small amount of peak hip adduction angle variance for all sixty runners (R² = 0.05). Alarge peak hip adduction angle in some healthy female runners may simply be instinctive as there were no deficiencies in the strength or neuromuscular control constructs assessed.  相似文献   

Rights In The Digital Era,Menzi L. Behrnd-Klodt and Christopher J. Prom (Eds.), with an introduction by Peter B. Hirtle,featuring modules by Heather Briston,Menzi L. Behrnd-Klodt,and Aprille C. McKay     

Margaret O. Adams 《Journal Of Archival Organization》2016,13(3-4):127-129

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The sexualization of girls and girlhood: causes,consequences and resistance     

Margaret Melrose 《Sex education》2014,14(1):112-114

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