School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities     

O. P. Cooper  Marty Bray 《TechTrends》2011,55(4):48-55

The most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist’s administrative role than the roles of teacher, instructional partner, and information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges, but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of their schools, and a positive factor in improving student achievement.  相似文献   

Team-based learning in anatomy: an efficient, effective, and economical strategy     

Vasan NS  DeFouw DO  Compton S 《Anatomical sciences education》2011,4(6):333-339

Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion topics"), an individual self-assessment quiz (IRAT), analysis of the discussion topics, and then the team retaking the same quiz (GRAT) for discussion and deeper learning. Embryology and clinical correlations were given as lectures. Unit examinations consisted of graded IRAT and GRAT. The National Board of Medical Examiners (NBME) Subject Examination was the comprehensive final examination. To evaluate the effect of TBL on student performance we compared the departmental and NBME subject examination scores between the traditional and TBL curricula. We collected five years of data on student performance in TBL-based anatomy and lecture-based preclinical courses. Our results show that departmental and NBME subject examination scores for TBL-based anatomy were higher than those for lecture-based anatomy. We subsequently compared average NBME scores for anatomy with those in other preclinical courses that were lecture-based. Average NBME anatomy scores were significantly higher than those for all the lecture-based preclinical courses. Since the introduction of TBL in anatomy, student performance has progressively improved in the NBME subject examination. Students perceived TBL as a motivator to be a responsible team member and to contribute to collective learning by the team. Further, it reinforced self-directed learning and fostered an appreciation for peer respect. Interestingly, these perceptions were uniform irrespective of student course performance.  相似文献   

Home IV Antibiotic Therapy and Exercise Capacity in Children with CF: A Case Series     

Narelle S. Cox  Karen O. McKay  Jennifer M. Follett  Jennifer A. Alison 《Cardiopulmonary Physical Therapy Journal》2011,22(1):16-19

Purpose: This case series describes the effect of home intravenous (IV) antibiotic therapy on spirometry and exercise capacity in a group of children with cystic fibrosis (CF). Methods: Outcomes from 10 children with CF who were prescribed a 14-day course of home IV antibiotics for a respiratory exacerbation are reported. All children performed spirometry and a modified shuttle test (MST) before and after 14-days of home IV therapy. Results: After 14 days, FEV₁ increased by mean (± SE) 12 ± 4 % (p < 0.05) but mean MST did not improve compared to baseline. All children improved or maintained spirometry values with treatment, however, only 5 improved MST distance. Conclusion: After 14 days of home IV antibiotic therapy, a significant improvement in spirometry, but not exercise capacity, was seen in this small series of children with CF. The lack of improvement in exercise capacity for all children following home IV antibiotic therapy suggests factors other than spirometry determine exercise capacity. Identifying and investigating the factors that influence exercise capacity during home IV antibiotic therapy requires further investigation.Key Words: cystic fibrosis, home IV therapy, FEV₁, Modified Shuttle Test  相似文献   

Distributed knowledge acquisition for the automatic construction of integrated expert systems     

G. V. Rybina  A. O. Deineko 《Scientific and Technical Information Processing》2011,38(6):428-434

The authors discuss the problem of distributed knowledge acquisition for the construction of complete and consistent databases in integrated expert systems via the sharing of knowledge sources of different topologies (experts, problem-oriented texts, and electronic media in the form of databases). The emphasis is on the models, methods, and algorithms of distributed knowledge acquisition from databases as additional knowledge sources. The authors describe the architecture and basic facilities of distributed knowledge acquisition, which function as a part of the AT-TECHNOLOGY tool complex.  相似文献   

Motor sport in France: testing-ground for the world     

Cofaigh EO 《国际体育史杂志》2011,28(2):191-204

The birth of the automobile in the late nineteenth century was greeted with a mixture of awe, scepticism and sometimes even disdain from sections of the European public. In this article, the steps taken in France to pioneer and promote this new invention are examined. Unreliable and noisy, the early automobile owes a debt of gratitude to the French aristocracy who organised and codified motor racing in an effort to test these new inventions while at the same time introduce them to a wider public. City-to-city races demonstrated the potential of the automobile before the initiative of Gordon Bennett proved to be the catalyst for the birth of international motor sport as we recognise it today. Finally this article looks at the special connection between Le Mans and the automobile. Le Mans has, through its 24-hour race, maintained a strong link with the development of everyday automobile tourism and offers the enthusiast an alternative to the machines that reach incredible speeds on modern-day closed circuits. This article examines how French roads were veritable testing grounds for the earliest cars and how the public roads of Le Mans maintain the tradition to this day.  相似文献   

Bandpass sorting of heterogeneous cells using a single surface acoustic wave transducer pair     

Gergely Simon  Caroline Busch  Marco A. B. Andrade  Julien Reboud  Jonathan M. Cooper  Marc P. Y. Desmulliez  Mathis O. Riehle  Anne L. Bernassau 《Biomicrofluidics》2021,15(1)

Separation and sorting of biological entities (viruses, bacteria, and cells) is a critical step in any microfluidic lab-on-a-chip device. Acoustofluidics platforms have demonstrated their ability to use physical characteristics of cells to perform label-free separation. Bandpass-type sorting methods of medium-sized entities from a mixture have been presented using acoustic techniques; however, they require multiple transducers, lack support for various target populations, can be sensitive to flow variations, or have not been verified for continuous flow sorting of biological cells. To our knowledge, this paper presents the first acoustic bandpass method that overcomes all these limitations and presents an inherently reconfigurable technique with a single transducer pair for stable continuous flow sorting of blood cells. The sorting method is first demonstrated for polystyrene particles of sizes 6, 10, and 14.5 μm in diameter with measured purity and efficiency coefficients above 75 ± 6% and 85 ± 9%, respectively. The sorting strategy was further validated in the separation of red blood cells from white blood cells and 1 μm polystyrene particles with 78 ± 8% efficiency and 74 ± 6% purity, respectively, at a flow rate of at least 1 μl/min, enabling to process finger prick blood samples within minutes.  相似文献   

The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores     

Campbell  Laurie O.  Howard  Cassandra  Lambie  Glenn W.  Gao  Xueying 《Education and Information Technologies》2022,27(6):8147-8163

Education and Information Technologies - Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the...  相似文献   

Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure     

Tenaha O’Reilly  Jonathan Weeks  John Sabatini  Laura Halderman  Jonathan Steinberg 《Educational Psychology Review》2014,26(3):403-424

When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge—the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate significant improvements on standardized measures of reading comprehension. Although there are a number of reasons to explain this phenomenon, an important one to consider is misalignment between the nature of the outcome assessment and the targets of the intervention. In this study, we present data on three theoretically driven summative reading assessments that were developed in consultation with a research and evaluation team conducting an intervention study. The reading intervention, Reading Apprenticeship, involved instructing teachers to use disciplinary strategies in three domains: literature, history, and science. Factor analyses and other psychometric analyses on data from over 12,000 high school students revealed the assessments had adequate reliability, moderate correlations with state reading test scores and measures of background knowledge, a large general reading factor, and some preliminary evidence for separate, smaller factors specific to each form. In this paper, we describe the empirical work that motivated the assessments, the aims of the intervention, and the process used to develop the new assessments. Implications for intervention and assessment are discussed.  相似文献   

Using interactive management to facilitate a student-centred conceptualisation of critical thinking: a case study     

Christopher P. Dwyer  Michael J. Hogan  Owen M. Harney  John O’Reilly 《Educational technology research and development : ETR & D》2014,62(6):687-709

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when used appropriately, increases the chances of producing a logical solution to a problem or a valid conclusion to an argument. CT has been identified as a fundamental learning objective of third-level education; however, students often report not being given the opportunity to adequately understand and cultivate CT skills. Though most CT interventions are designed based on academic or expert definitions of CT skills, students are rarely, if ever, asked to guide their instruction by describing their perspectives on what constitutes CT. The current case study investigated students’ conceptualisations of what constitutes good CT using a collective intelligence methodology, interactive management. Interactive management (IM) is a computer-assisted process that allows a group to build a structural model describing relations between elements in a system. Though decades of research on group decision-making in educational and social psychology highlight the many limitations associated with group problem solving (e.g. as a result of an over-reliance on heuristics, cognitive biases and ‘groupthink’), a fundamental skill for making decisions and solving problems is the ability to collectively visualise the structure of a shared problem, and use this knowledge to design solutions and strategies for collective action. Results of IM group work from the current case study revealed five core CT skills (clarity of expression, conversational skill, inference, evaluation, and explanation), five CT dispositions (detachment, listening, systematicity, recognising uncertainty, and self-questioning) and fourteen structural relationships among them. The ability to detach, listen and engage in conversation with others, were seen as fundamental drivers of all other competencies in the system. Results are discussed in light of research and theory on CT and best practice for CT instruction.  相似文献   

Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses     

Amanda O. Latz  James N. Rediger 《Community College Journal of Research & Practice》2014,38(2-3):280-285

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.  相似文献