Editorial     

Professor Lee Harvey  Dr Celia Whitchurch 《Higher Education Quarterly》2009,63(3):217-218

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Stereotypes and Group-claims: epistemological and moral issues, and their implications for multi-culturalism in education     

J. Harvey 《Journal of Philosophy of Education》1990,24(1):39-50

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A vigil against totalitarianism     

Harvey E. Klehr 《Academic Questions》1996,9(3):23-28

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Metropolis redux: the unique importance of library skills in informatics.     

Samuel Bishop King  Kate MacDonald 《Journal of the Medical Library Association》2004,92(2):209-217

OBJECTIVES: The objective is to highlight the important role that librarians have in teaching within a successful medical informatics program. Librarians regularly utilize skills that, although not technology dependent, are essential to conducting computer-based research. The Metropolis analogy is used to introduce the part librarians play as informatics partners. Science fiction is a modern mythology that, beyond a technical exterior, has lasting value in its ability to reflect the human condition. The teaching of medical informatics, an intersection of technology and knowledge, is also most relevant when it transcends the operation of databases and systems. Librarians can teach students to understand, research, and utilize information beyond specific technologies. METHODS: A survey of twenty-six informatics programs was conducted during 2002, with specific emphasis on the role of the library service. RESULTS: The survey demonstrated that librarians currently do have a central role in informatics instruction, and that library-focused skills form a significant part of the curriculum in many of those programs. In addition, librarians have creative opportunities to enhance their involvement in informatics training. As a sample program in the study, the development of the informatics course at the Massachusetts College of Pharmacy and Health Sciences is included. CONCLUSIONS: Medical informatics training is a wonderful opportunity for librarians to collaborate with professionals from the sciences and other information disciplines. Librarians' unique combination of human research and technology skills provides a valuable contribution to any program.  相似文献   

‘It's The Catcher in the Rye… He said it was the kind of book you made your own': Finding Holden in Contemporary YA Literature     

Steven T. Bickmore  Kate Youngblood 《English in Education》2014,48(3):250-263

Published in 1951,The Catcher in the Rye encapsulated teenage angst. Some time ago David Belbin mused about the influence of Catcher on the proliferation and popularity of YA literature. Salinger's recent death has sparked a renewed interest in his work and more attention on Holden and his inheritors. This article discusses how five recent adolescent novels, with male protagonists, mirror Holden's adolescent paralysis. They exist in a liminal state between childhood and adulthood, attempting to understand the phonies around them. These protagonists help define the nature of the ‘lost’ adolescent in the current golden age of YA literature.  相似文献   

Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach     

Andrew Miller  Stephen Harvey  David Morley  Roland Nemes  Maggie Janes  Narelle Eather 《Journal of sports sciences》2017,35(18):1846-1857

This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes’ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions.  相似文献   

Unconscious and unnoticed professional practice within an outstanding school for children and young people with complex learning difficulties and disabilities     

Richard Crombie  Lesley Sullivan  Kate Walker  Rebecca Warnock 《Support for Learning》2014,29(1):7-23

This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks.  相似文献   

Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic     

Georga J. Longhurst  Danya M. Stone  Kate Dulohery  Deirdre Scully  Thomas Campbell  Claire F. Smith 《Anatomical sciences education》2020,13(3):301-311

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.  相似文献   

Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?          下载免费PDF全文

Heather Lea Harvey  Sanjai Parahoo  Mohammad Santally 《Higher Education Quarterly》2017,71(2):141-158

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.  相似文献   

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning     

Helen Askell‐Williams  Rosalind Murray‐Harvey  Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.  相似文献