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排序方式: 共有98条查询结果,搜索用时 187 毫秒
1.
Marisa L. Conte Mark P. MacEachern Nandita S. Mani Whitney A. Townsend Judith E. Smith Chase Masters Caitlin Kelley 《Journal of the Medical Library Association》2015,103(2):69-73
Objective:The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.Setting:The research took place at an academic health sciences library.Method:A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students. 相似文献
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Colin O’Byrne Gwynaeth McIntyre Celia Lie Sheena Townsend Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361
Abstract There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education. 相似文献
4.
Barbara K. Townsend 《Community College Journal of Research & Practice》2013,37(4):301-311
Reverse transfer students, those students who matriculated at four-year colleges and then transferred to two-year colleges, have been enrolling in community colleges since at least the 1960s. Consisting of both undergraduate reverse transfers and post-baccalaureate reverse transfers (individuals who already have at least a bachelor s degree), these students represent at least 16 % of community college enrollments nation-wide. A concern about the admission of reverse transfers is that they may take enrollment spaces, particularly in selective programs, at the expense of potential students with no previous college experience and with weaker academic backgrounds. Analysis of documents written about reverse transfers indicates that their enrollment has been justified under a variety of rationales, including providing a second chance for these individuals in school and in the job market. 相似文献
5.
This study investigates what teaching practices in the ‘non-lecture context of a foundation programme' help or hinder Māori and Pasifika students' success in a New Zealand university. This two-year qualitative project used Kaupapa Māori and Pasifika Research (KM/PR) methodologies conducted in three phases: (1) needs analysis, (2) intervention and (3) evaluation. Twenty-eight Māori or Pasifika students were interviewed using the Critical Incident Technique identifying 798 incidents grouped into four themes for institutional development: (I) use effective practices for teaching and learning, (II) grow independent learners, (III) support the empowerment of the learner and (IV) harness the positive cohort effect. Initially, students reported that intensive support provided by the foundation programme was not preparing students well for success in degree-level study. Following interventions of institutionally-led changes, students reported better preparation for ongoing study. The overall learning environment and provision of Māori and Pasifika academic and pastoral support were important factors for success. 相似文献
6.
The relationship between a Midwest church-affiliated institution and its supporting congregations provides an opportunity to investigate part of the sociological environment within which a college-choice decision is made for students of a strong denominational orientation. Applying the local-cosmopolitan dichotomy used by previous researchers, this study hypothesized that the cultural orientation of local congregational leaders reflects norms that are aligned to congregational enrollment support or nonsupport for the denominational university. The findings demonstrate that the concepts of cultural, social, and ecclesiological localism-cosmopolitanism are helpful in explaining an individual's support for the denominational university. Also, differing cultural orientations among congregational leaders are related to the degree to which the congregation supports the university with the enrollment of youth. 相似文献
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Valarie L. Akerson J. Scott Townsend Lisa A. Donnelly Deborah L. Hanson Praweena Tira Orvil White 《Journal of Science Teacher Education》2009,20(1):21-40
This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature
of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops,
the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science,
inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific
modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences
in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers
added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme
was effective in providing positive influence on teachers’ views of inquiry and NOS. 相似文献
9.
Marcia Invernizzi Timothy J. Landrum Avery Teichman Monika Townsend 《Early Childhood Education Journal》2010,37(6):437-446
The recent emphasis on universal prekindergarten programs, coupled with ongoing concern about children’s’ early literacy development
in the first years of school, carry significant implications for how preschool educators program for literacy and assess literacy
growth. We discuss the evolving role of literacy development in expanded preschool, examine key features of literacy assessments
with particular attention to the content that might be assessed in preschool, and provide as an example one preschool literacy
assessment tool that is in widespread use in the United States. We discuss the policy and practice implications of the growing
emphasis on literacy assessment in preschoolers. 相似文献
10.
Greg L. McKie Hashim Islam Logan K. Townsend Greg J. Howe 《Measurement in physical education and exercise science》2018,22(2):138-144
This study examined the validity and reliability of a 30-second running sprint test using two non-motorized treadmills compared to the established Wingate Anaerobic Test. Twenty-four participants completed three sessions in a randomized order on a: (1) manual mode treadmill (Woodway); (2) specialized interval training treadmill (HiTrainer); and (3) Wingate cycle ergometer. In a subset of 15 participants, 2 additional sessions were completed on both treadmills to establish the test–retest reliability. Peak (Woodway: r = .68; HiTrainer: r = .58; p < .003), average (Woodway: r = .82; HiTrainer: r = .72, p < .001), and minimum (Woodway: r = .64; HiTrainer: r = .42, p < .043) speed indices were moderately to very strongly correlated with corresponding Wingate Anaerobic Test outputs and had excellent test–retest reliability (all intraclass correlation coefficients > .75). Fatigue index during the Wingate Anaerobic Test (51.20 ± 7.14%) was moderately correlated with the Woodway (32.9 ± 10.9%, r = .55, p = .005) only. This 30-second running sprint test may be a valid and reliable mode-specific alternative to the Wingate Anaerobic Test. 相似文献