排序方式： 共有11条查询结果，搜索用时 953 毫秒
1.
Situated Simulation-Based Learning Environment to Improve Proportional Reasoning in Nursing Students
Ilana Dubovi Sharona T. Levy Efrat Dagan 《International Journal of Science and Mathematics Education》2018,16(8):1521-1539
Proportional reasoning is the basis for most medication calculation processes and is fundamental for high-quality care and patient safety. We designed a simulated Medication Mathematics (siMMath) environment to support proportional reasoning in transitioning via concreteness fading between two mediators. The first mediator is simulated nursing tools of medication preparation. The second is a ratio-table setup which is used as a goal representation, which enables one to spatially hold in place different quantities in their relative proportion. We conducted a two-part study with nursing students. Part 1 was a quasi-experimental pretest–intervention–posttest design assessing the effectiveness of learning, by evaluating four categories of medical calculation questionnaire items (solid medications, unit conversion, concentrations, infusion rates). We used the Noelting proportional reasoning test to evaluate the generalizability and abstraction of proportional reasoning. Part 1 included an experimental group (n = 96) learning with siMMath, and a comparison group (n = 73) learning with an equation-based lecture approach. Part 2 employed a case study design to characterize the learning process. The experimental group’s learning gains were significantly higher than the comparison group’s for the two most challenging categories of the medication calculation problems questionnaire, namely concentrations and infusion rates. Furthermore, the experimental group’s learning gains were significantly higher than the comparison group’s for formal operational reasoning on the Noelting test. Students who used a ratio-table setup scored significantly higher on the Noelting posttest questionnaire. Nursing students who learned with the siMMath environment overcame difficulties in proportional reasoning to the highest levels and extended this understanding to other contexts. 相似文献
2.
Efrat Kotzer 《欧洲特需教育杂志》2013,28(4):443-457
The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD. 相似文献
3.
Mirit Hen Maria Ronen Alex Deitch Efrat Barbiro-Michaely Ziv Oren Chaim N. Sukenik Doron Gerber 《Biomicrofluidics》2015,9(5)
Microfluidic-based protein arrays are promising tools for life sciences, with increased sensitivity and specificity. One of the drawbacks of this technology is the need to create fresh surface chemistry for protein immobilization at the beginning of each experiment. In this work, we attempted to include the process of surface functionalization as part of the fabrication of the device, which would substitute the time consuming step of surface functionalization at the beginning of each protein array experiment. To this end, we employed a novel surface modification using self-assembled monolayers (SAMs) to immobilize biomolecules within the channels of a polydimethylsiloxane (PDMS) integrated microfluidic device. As a model, we present a general method for depositing siloxane-anchored SAMs, with 1-undecyl-thioacetate-trichlorosilane (C11TA) on the silica surfaces. The process involved developing PDMS-compatible conditions for both SAM deposition and functional group activation. We successfully demonstrated the ability to produce, within an integrated microfluidic channel, a C11TA monolayer with a covalently conjugated antibody. The antibody could then bind its antigen with a high signal to background ratio. We further demonstrated that the antibody was still active after storage of the device for a week. Integration of the surface chemistry into the device as part of its fabrication process has potential to significantly simplify and shorten many experimental procedures involving microfluidic–based protein arrays. In turn, this will allow for broader dissemination of this important technology. 相似文献
4.
Julianne Lynch Efrat Eilam Martin Fluker Naomi Augar 《Environmental Education Research》2017,23(5):708-721
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of actor-network theory are drawn upon to describe how the project – as conceptualised by its initiators – was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind. 相似文献
5.
Mentoring is a powerful and often effective tool in supporting the work of new and experienced teachers. It can also be a means of attracting and retaining talented teachers in schools which face challenges in staffing and turnover. In this article we describe and analyze the first 2 years of a mentoring program designed to support teacher retention and growth. The program, planned between a Jewish education agency and university faculty, was implemented in several Orthodox Jewish day schools. Mentoring was provided by university faculty and the relationship between the mentor and teacher was non-evaluative and fully collaborative. Data collected from mentors, teachers, and principals are analyzed and presented, and implications for Jewish day schools are discussed. 相似文献
6.
Efrat Eilam Stephen W. Bigger Kirsten Sadler Fiachra Barry Tom Bielik 《Higher Education Quarterly》2016,70(4):419-448
This paper addresses the positioning of science, technology, engineering and mathematics (STEM) outreach programmes within universities’ operations. Though universities in many respects form a rather homogenous international community, there is wide diversity in regard to the provision of STEM outreach by different institutions. To explain this diversity, a conceptual framework was developed by using the Theory of Legitimacy as an organising concept. The framework considers two opposing scenarios that form a continuum between them, namely: ‘top‐down’ initiative by the university governance versus ‘bottom‐up’ grass‐roots initiative. Using the Theory of Legitimacy, internal and external outreach relationships are characterised and explained under the two scenarios. The framework was applied to two settings chosen due to their essential differences in outreach provision, namely, Australia and Israel. The differences that were found in internal and external legitimacy provide a useful lens for examining the low‐performing, fragile system in Australia as compared with the high‐performing, thriving system in Israel. 相似文献
7.
This article addresses issues regarding implementation of Education for Sustainable Development (ESD) within formal education systems. In particular, it seeks to identify the basic essential components of ESD pedagogy. The authors present a theoretical pedagogical framework based on accumulated theory and experience in the field. The framework aspires to encompass the majority of prevailing pedagogies within a simple set of four basic principles. It will be argued that the four principal pedagogies are basic and indispensable prerequisites for achieving the goals of ESD, and the lack of one is sufficient to undermine the ESD's pedagogical construct. 相似文献
8.
Efrat Kass 《Gender and education》2015,27(5):487-504
The purpose of this study was to expand the theory of self-efficacy in relation to feminist perspectives by exploring the factors and the dynamics that foster a low sense of professional self-efficacy in Israeli female teachers. Listening to their voices enables us to learn about their past experiences in the nuclear family and consider their repercussions for professional self-efficacy in the present. Fourteen teachers who were identified as having a low sense of professional self-efficacy participated in in-depth open interviews. Data were analysed according to Grounded Theory methodology, implementing the axial coding procedure. Findings indicated that these teachers’ sense of professional self-efficacy was affected by their experience of having been silenced by the dominant authority figures in two spheres of life: the nuclear family (parents) and the workplace (school principal). Similar patterns in the two spheres and their implications for teachers and principals are discussed. 相似文献
9.
A. Efrat Benn Grace W. Jones Sylvia Rosenfield 《Journal of educational and psychological consultation》2013,23(1):54-80
This study sought to determine the relation between Instructional Consultants' communication skills and competence using videotapes of simulated Problem Identification interviews. A quantitative analysis identified the frequencies of questions and alternatives to questions used, and the qualitative analysis examined the content of the verbalizations in the context of the session. Few quantitative differences were observed across consultants' competency levels, with the exception that Competent consultants posed the most clarifying statements and fewest expert opinions. However, the qualitative analysis indicated that the quality of the verbalizations best accounted for the consultants' communication skill levels. These results suggest that it is the familiarity with the Instructional Consultation model that enabled the consultant to guide the session and use effective communication. Training recommendations include building an understanding of the underlying assumptions of the consultation model and rehearsing communication skills within that context. 相似文献
10.
Efrat Daskal 《The Communication Review》2013,16(3):167-188
This article analyzes how negotiation between social actors, the public, and the regulator over satirical texts leads to the construction of social boundaries vis-à-vis freedom of speech and creativity in a given society. It does so by analyzing 906 public complaints filed with the Israeli regulator between 2005 and 2010 and the regulators’ responses to them. According to the analysis, there are four issues that trigger public discontent regarding satirical content: broadcasting content unsuitable for children, mocking weak societal sectors, mocking national symbols, and mocking various sociopolitical sectors. The regulators’ responses to these complaints regarding each issue sheds light not only on the diverse perspectives held by these actors, but also on the role of the regulator in granting satirists maximum freedom of expression, mediating between public demands to limit such freedom and professional broadcasting norms. The article concludes by discussing the ramifications of this negotiation for the future of broadcast satire. 相似文献