Teamwork and change     

Gill Needham  Jane Holdsworth  Denise Miles 《Health information and libraries journal》1991,8(3):170-171

The role of academic journal publications in the UK Research Assessment Exercise     

Valerie Bence  Charles Oppenheim 《Learned Publishing》2004,17(1):53-68

This article explores the evolution of the role of academic journal articles submitted to the UK's Research Assessment Exercise (RAE). By reviewing their role, it is possible to see how the changes from quantitative to qualitative assessment (and the resulting problems surrounding the definition of ‘quality’ journals) has impacted both on the journals selected by academics for publishing their research and the assessment of them. Although only one part of RAE submissions, the listing of published research outputs provides the primary evidence for research quality to most RAE panels, and is a significant driver of the final grade awarded, and thus the funding received by submitting institutions. The RAE, being a peer‐reviewed assessment exercise, mirrors in some ways the peer‐review process immured within scholarly publication. The developing role of journal publications as a vehicle for academic research output is examined via the chronology of the RAE, before assessing the current situation in which published journal output formed almost 70% of all output assessed by RAE panels in the latest exercise. The impact of this increased importance of academic journals in the assessment process is considered not only for academics but also for the wider community, i.e. publishers and libraries.  相似文献   

Vernacular Insurrections: race,black protest,and the new century in composition-literacies studies     

Gill Anderson 《Changing English: An International Journal of English Teaching》2015,22(1):125-131

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Ethical dilemmas are really important to potential adopters of autonomous vehicles     

Gill  Tripat 《Ethics and Information Technology》2021,23(4):657-673

Ethics and Information Technology - The ethical dilemma (ED) of whether autonomous vehicles (AVs) should protect the passengers or pedestrians when harm is unavoidable has been widely researched...  相似文献   

Reconfiguring the natures of childhood     

Gill Boag-Munroe 《Early Years: An International Journal of Research and Development》2015,35(1):110-111

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Genetic and environmental influences on rapid naming and reading ability: A twin study     

Chayna J. Davis  Valerie S. Knopik  Richard K. Olson  Sally J. Wadsworth  John C. DeFries 《Annals of dyslexia》2001,51(1):231-247

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.  相似文献   

The value of listening to grandmothers' infant-feeding stories     

Grassley JS  Eschiti V 《The Journal of perinatal education》2011,20(3):134-141

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Taylorism,Tylerism and Performance Indicators: defending the indefensible?     

Gill Helsby  Murray Saunders 《Educational studies》1993,19(1):55-77

This paper explores some of the antecedents to the recent growing interest in the United Kingdom in the use of educational performance indicators, and links it in particular to aspects of both Taylorist and Tylerist philosophies. It attempts to distinguish between different constructed meanings of performance indicators evident in both policy statements and practice. Whilst acknowledging the many potential problems inherent in the adoption of this approach to evaluation, the paper argues that both the nature and use of educational performance indicators are crucially shaped by factors such as purpose, authorship, focus and audience. The paper outlines an approach to performance indicators which tacitly addresses a critique of Taylorist and Tylerist influences, adopting an optimistic view that indicators can be made professionally relevant and useful. At the heart of the paper is an account of a collaborative evaluation project which, over the last 5 years, has supported the development of teacher‐generated indicators across some 80 schools and colleges in a consortium of six local education authorities. Despite the difficulties which have been encountered in this approach, the paper concludes that performance indicators can be made professionally relevant and useful.  相似文献   

Evaluating the impact of library user training programmes across Thames Valley Strategic Health Authority in the UK     

Trinder VM  Fleet GE  Gray AE 《Health information and libraries journal》2007,24(1):34-40

BACKGROUND: This study was undertaken to provide evidence that library outreach projects in the NHS in the Thames Valley Strategic Health Authority area were effective and could justify continued funding. Objectives: The object was to assess whether information literacy skills training taken up by health professionals impacts on their confidence and skills in using electronic sources of health information. METHOD: A total of 487 health professionals taking up training on a voluntary basis were assessed by completing a self-assessment questionnaire prior to and after training to establish their information literacy skills and confidence levels. Of these, 223 trainees (46%) also returned 6-week follow-up questionnaires. RESULTS: Results showed that 464 trainees (95%) intended to apply what they had learnt in a variety of ways; use of specific resources greatly increased after training and confidence in using them increased substantially. Use of search techniques increased considerably overall, whereas use of Google decreased. CONCLUSIONS: The major findings of this research are that training health-care personnel in the use of electronic resources impacts positively on their information literacy skills and confidence, and that the information available to them is considered to have potential value across health-care practice.  相似文献   

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)     

Valerie Dean O’Loughlin  Polly R. Husmann  James J. Brokaw 《Anatomical sciences education》2019,12(2):181-190

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.  相似文献