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81.
在手工制作结合QFD2000软件系统的平台之上,提出了QFD质量屋开放式实验体系方案,它综合考虑实验课与相关理论课程的相关影响,鼓励实验创新及鼓励熟练技能.以开发某具体型号的设备为案例,对其进行了实施,提出了质量屋结构要素的改进的描述形式,使得质量屋的描述能够更形象、更直观及易于操作.实验课程的实施情况良好,经过一个学期的开放式实验课程的学习,同学们能够积极创新思考并熟练掌握了QFD实验屋的实际操作技能. 相似文献
82.
Amanda Harrison Megan Phelps Arany Nerminathan Shirley Alexander Karen M. Scott 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):531-545
University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile devices, which can be beneficial for learning but may put patient privacy at risk. This study explores the reasons underlying students' decisions about using mobile devices in clinical settings. We used a mixed-methods sequential explanatory design involving a questionnaire and focus groups. Qualitative data from the questionnaire and focus groups was analysed through thematic analysis. We found students were aware of the risks mobile devices posed to professionalism and medical practice. Despite prohibitions, many made individual decisions to use mobile devices because the benefits outweighed the risks. These students were influenced by an organised, strategic approach to learning and a motivation to comply with the beliefs and behaviours of their medical teams and conform to physicians' directives in order to participate in their community of practice. Many students appear to be transferring everyday use of mobile devices to clinical settings. There is a need to understand and promote aspects of learning that are enhanced by mobile devices in clinical settings, while articulating clear guidelines and boundaries compatible with the professional behaviour expected of students. 相似文献
83.
Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships. 相似文献
84.
Kristin Scardamalia Keisha L. Bentley‐Edwards Kairys Grasty 《Psychology in the schools》2019,56(4):569-581
The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria. 相似文献
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Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献
88.
Rebecca J. M. Gotlieb Courtney Pollack Jessica W. Younger Elizabeth Y. Toomarian Genevive Allaire‐Duquette Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132
An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally. 相似文献
89.
Kathryn Sulloway Adams Andrea Moore Mary Rita Roux‐Zink L. Michael Wykes Lynn Kearny 《Performance Improvement》2015,54(9):12-18
Do you regularly reflect on the value you bring to your client? The act of reflection is something experienced consultants, both internal and external, consistently do in their practice. This article examines the ways in which Certified Performance Technologists (CPTs) define and recognize the success of their efforts, but most importantly, how they learn from engagements that do not always end with the desired outcome. You will hear from CPTs across several industries in their own words about what strategies they have employed to continue to improve their skill sets. 相似文献
90.
Muruvvet Demiral‐Uzan 《Performance Improvement Quarterly》2015,28(3):7-23
This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small‐scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process. 相似文献