排序方式： 共有39条查询结果，搜索用时 31 毫秒
1.
What conservation strategies can be used for Tino Sehgal's 2005 work This Is So Contemporary, and what are their relations to oral traditions? Sehgal's art leaves no material traces, as the artist resists the use of photos and videos acting as a documentary surrogate for his work. This paper will explore how Sehgal's non-written documentation strategies connect to the work of Yumutjin Wunungmurra, a contemporary artist and ceremonial leader from Northeast Arnhem Land, Australia. The connection will be tracked through the role of caretaker and custodian that features in the workflow of both artists. The paper asks whether the performance-based strategies discussed can support the notion of conservation as a social process with multiple stakeholders. 相似文献
2.
Michelle D. Lazarus Gordon L. Kauffman Jr. Milind J. Kothari Timothy J. Mosher Matthew L. Silvis John R. Wawrzyniak Daniel T. Anderson Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388
Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists. 相似文献
3.
JO BOALER 《Gender and education》1997,9(3):285-305
ABSTRACT In this paper I consider what appears to be an emerging feminist perspective within mathematics education that suggests that theories such as 'attribution theory' lay too much 'blame' upon girls and women for their underachievement in mathematics and not enough blame upon the wider school system. I attempt to extend this theoretical position further through the use of case study data from two schools. Interviews with underachieving girls are used to show the way in which girls link their underachievement, not to themselves, but to the type of mathematics that is widely taught in the UK, which they believe denies them access to understanding. An alternative model of mathematics teaching is described that is open and project-based and that may be able to eradicate underachievement and disaffection amongst girls. 相似文献
4.
JO HALL 《English in Education》1970,4(3):56-58
Mrs. Hall, who edits the NATE Newsletter, indicates how with sympathetic teaching even the examination system can be used to overcome the sense of failure. She is Head of English at Mountbatten School (formerly Corner Hall Schools), Hemel Hempstead. 相似文献
5.
Rebecca J. Kopriva Martha L. Thurlow Marianne Perie Sheryl S. Lazarus Amy Clark 《教育心理学家》2016,51(1):108-128
This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning. 相似文献
6.
Rebecca S. Lufler Michelle D. Lazarus Joshua J. Stefanik 《Anatomical sciences education》2020,13(1):19-29
There is growing demand from accrediting agencies for improved basic science integration into fourth-year medical curricula and inculcation of medical students with teaching skills. The objective of this study was to determine the effectiveness of a fourth-year medical school elective course focused on teaching gross anatomy on anatomical knowledge and teaching confidence. Fourth-year medical student “teacher” participants' gross anatomy knowledge was assessed before and after the course. Students rated their overall perceived anatomy knowledge and teaching skills on a scale from 0 (worst) to 10 (best), and responded to specific knowledge and teaching confidence items using a similar scale. First-year students were surveyed to evaluate the effectiveness of the fourth-year student teaching on their learning. Thirty-two students completed the course. The mean anatomy knowledge pretest score and posttest scores were 43.2 (±22.1) and 74.1 (±18.4), respectively (P < 0.001). The mean perceived anatomy knowledge ratings before and after the course were 6.19 (±1.84) and 7.84 (±1.30), respectively (P < 0.0001) and mean perceived teaching skills ratings before and after the course were 7.94 (±1.24) and 8.53 (±0.95), respectively (P = 0.002). Student feedback highlighted five themes which impacted fourth-year teaching assistant effectiveness, including social/cognitive congruence and improved access to learning opportunities. Together these results suggest that integrating fourth-year medical students in anatomy teaching increases their anatomical knowledge and improves measures of perceived confidence in both teaching and anatomy knowledge. The thematic analysis revealed that this initiative has positive benefits for first-year students. 相似文献
7.
Debora L. Liddell Diane L. Cooper Margaret A. Healy Dafina Lazarus Stewart 《About Campus》2010,15(1):11-17
Educating for virtue has been a task of U.S. colleges and universities since the founding of this nation's first institution of higher learning. The authors of this article suggest that campus ethical elders have obligations toward students and toward younger colleagues who aspire to a life in education. 相似文献
8.
JO´HANNA EINARSDO´TTIR 《Early Years: An International Journal of Research and Development》2003,23(2):103-116
The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions. 相似文献
9.
The evolution in undergraduate medical school curricula has significantly impacted anatomy education. This study investigated the perceived role of clinical anatomy and evaluated perceptions of medical students' ability to apply anatomical knowledge in the clinic. The aim of this study was to develop a framework to enhance anatomical educational initiatives. Unlike previous work, multiple stakeholders (clinicians, medical students, and academic anatomists) in anatomy education were evaluated. Participants completed an eleven-point Likert scale survey written by the investigators. Responses from both clinical educators and medical students at Penn State Milton S. Hershey Medical Center and College of Medicine suggest that medical students are perceived as ill-prepared to transfer anatomy to the clinic. Although some areas of patient management differ in relevancy to anatomical education, there are areas of clinical care which were uniformly ranked as relying heavily on anatomical knowledge (imaging and diagnostic studies, physical examination, and arrival at correct diagnosis) by a variety of clinical specialists. Our results suggest a need for advanced anatomy courses to be taught coincidental with medical students' clinical education. Development of these courses would optimally rely on input from both clinicians and academic anatomists, as both cohorts rated clinical anatomy similarly (P ≥ 0.05). Additionally, we hypothesize that preclinical students' application of anatomy would be enhanced if clinical context was derived from areas of clinical care which rely heavily on anatomy, whereas courses designed for advanced medical students will benefit from anatomical context focused on specialty specific aspects of clinical care identified in this study. 相似文献
10.