Education for health sciences librarianship in the United States     

A M Rees 《Bulletin of the Medical Library Association》1970,58(1):71-72

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Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective     

Bart Rienties  Bas Giesbers  Simon Lygo-Baker  Hoi Wah Serena Ma  Roger Rees 《Interactive Learning Environments》2016,24(3):539-552

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.  相似文献   

The Acquisition of Communication Skills by People with Brain Injury: Some comparisons with children with autism     

Roger J. Rees  Michelle L. Bellon 《International Journal of Disability, Development & Education》2002,49(2):175-189

This research identifies the extent to which different contexts shape and modify the language and behaviours of four people with acquired brain injury. Comparisons are made with factors which can influence the language acquisition of children with autism because it is postulated that children with autism also have a particular brain injury. The comparison does not end there as the criteria for effective management necessary to nourish the communication skills of both groups appears similar. The four contexts used to shape and evaluate the language of people with brain injury include their own home, a residential camp with maximum support and enriched activity, a post camp period with comparable support, followed by a return to their own home with very limited support. Measures of communication skills demonstrate the success of the enriched camp facility. This was characterised by planning, structured support, and expectation of success from the participants. Their motivation and ability to communicate generally far exceeded the communication skills that each person with brain injury demonstrated when organised activity and sustained support is not available.  相似文献   

Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption     

Rees Lewis  Daniel G.  Gerber  Elizabeth M.  Carlson  Spencer E.  Easterday  Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982

Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,...  相似文献   

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching     

Carol A. B. Rees  Wolff-Michael Roth 《International Journal of Science Education》2019,41(5):586-606

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.  相似文献   

The CSGU: a measure of controllability, stability, globality, and universality attributions     

Coffee P  Rees T 《运动与训练心理学杂志》2008,30(5):611-641

This article reports initial evidence of construct validity for a four-factor measure of attributions assessing the dimensions of controllability, stability, globality, and universality (the CSGU). In Study 1, using confirmatory factor analysis, factors were confirmed across least successful and most successful conditions. In Study 2, following less successful performances, correlations supported hypothesized relationships between subscales of the CSGU and subscales of the CDSII (McAuley, Duncan, & Russell, 1992). In Study 3, following less successful performances, moderated hierarchical regression analyses demonstrated that individuals have higher subsequent self-efficacy when they perceive causes of performance as controllable, and/or specific, and/or universal. An interaction for controllability and stability demonstrated that if causes are perceived as likely to recur, it is important to perceive that causes are controllable. Researchers are encouraged to use the CSGU to examine main and interactive effects of controllability and generalizability attributions upon outcomes such as self-efficacy, emotions, and performance.  相似文献   

Editorial     

Rod Parker‐Rees 《Early Years: An International Journal of Research and Development》2010,30(3):201-203

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EDITORIAL     

Rod Parker‐Rees  Marian Whitehead 《Early Years: An International Journal of Research and Development》2006,26(3):231-233

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An investigation of the educational needs of health sciences library manpower. I. Definition of the manpower problem and research design     

D A Kronick  A M Rees  L Rothenberg 《Bulletin of the Medical Library Association》1970,58(1):7-17

In order to plan adequately for education in health science librarianship and to be able to project future demands and needs we need to know a great deal more about existing manpower in health science libraries. This paper, the first in a series of reports on an investigation to gather this data, discusses the research methodology and the development of an inventory of the institution-program population upon which the survey is based. An analysis in terms of geographic location, type (educational, research, etc.), administrative control, and primary cognate area of these institutions is presented, and their distribution through the various Regional Medical Library areas is noted. Preliminary estimates are made, based on a questionnaire to the libraries, on the size of the library population, their relationship to reporting programs or institutions, exclusive of the hospital population which is being covered in an independent survey. A questionnaire to library personnel is underway which will establish, along with the other questionnaires, a basis for exploring the relationships which exist between institutions or programs, libraries and manpower.  相似文献   

Repeated exercise stress impairs volitional but not magnetically evoked electromechanical delay of the knee flexors     

Minshull C  Eston R  Bailey A  Rees D  Gleeson N 《Journal of sports sciences》2012,30(2):217-225

The effects of serial episodes of fatigue and recovery on volitional and magnetically evoked neuromuscular performance of the knee flexors were assessed in 20 female soccer players during: (i) an intervention comprising 4 × 35 s maximal static exercise, and (ii) a control condition. Volitional peak force was impaired progressively (-16% vs. baseline: 235.3 ± 54.7 to 198.1 ± 38.5 N) by the fatiguing exercise and recovered to within -97% of baseline values following 6 min of rest. Evoked peak twitch force was diminished subsequent to the fourth episode of exercise (23.3%: 21.4 ± 13.8 vs. 16.4 ± 14.6 N) and remained impaired at this level throughout the recovery. Impairment of volitional electromechanical delay performance following the first episode of exercise (25.5%: 55.3 ± 11.9 vs. 69.5 ± 24.5 ms) contrasted with concurrent improvement (10.0%: 24.5 ± 4.7 vs. 22.1 ± 5.0 ms) in evoked electromechanical delay (P < 0.05), and this increased disparity between evoked and volitional electromechanical delay remained during subsequent periods of intervention and recovery. The fatiguing exercise provoked substantial impairments to volitional strength and volitional electromechanical delay that showed differential patterns of recovery. However, improved evoked electromechanical delay performance might identify a dormant capability for optimal muscle responses during acute stressful exercise and an improved capacity to maintain dynamic joint stability during critical episodes of loading.  相似文献