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41.
42.
White B 《CBE life sciences education》2006,5(3):264-269
This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to three-dimensional structures, noncovalent interactions drive this folding process, and the final folded shape of a protein depends on its amino acid sequence. At the start of the activity, students are given pieces of insulated wire from which they each construct and fold their own polypeptide. This activity was evaluated in three ways. A random sample of student-generated polypeptides collected after the activity shows that most students were able to create an appropriate structure. After this activity, students (n = 154) completed an open-ended survey. Their responses showed that more than three-quarters of the students learned one or more of the core concepts being demonstrated. Finally, a follow-up survey was conducted seven weeks after the activity; responses to this survey (n = 63) showed that a similar fraction of students still retained these key concepts. This activity should be useful in large introductory-level college biology or biochemistry lectures. 相似文献
43.
Robert White 《Emotional and Behavioural Difficulties》2013,18(1):13-23
A sociocultural investigation with Year 8 secondary-school students experiencing marginalization and displaying signs of social and emotional difficulties in engaging fully with school life who participated in a mediated outdoor education programme was undertaken for this study. The findings indicate that there was a very statistically significant change in self-concept (p < 0.05) during the course of the programme. In addition, all participants reported positive results in relation to building trust, group cohesion, and emotional regulation with positive results on facing the challenges they experience daily within school. Moreover, 75% reported that they experienced positive gains in their family since beginning participation in the programme, and 100% stated that they had developed a deeper level of trust for the other group members. 相似文献
44.
James A. White Andria P. Troutman M. R. Chancey 《Technology, Pedagogy and Education》2013,22(1):79-89
ABSTRACT This study demonstrated how network usage logs such as those generated by the IBM Classroom Local Area Network Administration System (ICLAS) can be used to study student use of software available on a local area network. Software instrumentation was developed to convert ICLAS log files to a format (?.DIF) usable by spreadsheet and statistics software. Data on 163 students enrolled in an ‘Introduction to Computers in Education’ course during the Summer, 1992 session at the University of South Florida were compiled for exploratory analysis. Correlations of lab use time to course grade, change in knowledge, and change in attitude were performed. It was found that amount of lab use correlated significantly to general attitude toward computers, but that it did not correlate significantly to change in attitude toward school uses of computers or to change in knowledge of course topics. 相似文献
45.
Brenton Doecke 《Teachers and Teaching》2013,19(3):291-305
This paper draws on research that has recently been conducted in Australia on the possibility of formulating professional standards for teachers of English in primary and secondary schools. English teachers around the country have played a vital role in the project, writing stories in an effort to capture ‘accomplished’ English teaching, and participating in workshops and consultations that have led to the formulation of Standards for Teachers of English Language and Literacy in Australia. The paper focuses on the teachers' narratives and the interpretive discussions they have generated. Rather than simply illustrating ‘accomplishment’, the teachers have explored various aspects of their professional lives and asked whether standards can actually do justice to the complexities of their work. Their narratives provide a critical perspective on commonsense notions of professional standards, most notably managerial attempts to introduce standards as forms of performance management and accountability. 相似文献
46.
Deurenberg R Vlayen J Guillo S Oliver TK Fervers B Burgers J;SEARCH Group 《Health information and libraries journal》2008,25(1):23-30
BACKGROUND: Effective literature searching is particularly important for clinical practice guideline development. Sophisticated searching and filtering mechanisms are needed to help ensure that all relevant research is reviewed. PURPOSE: To assess the methods used for the selection of evidence for guideline development by evidence-based guideline development organizations. METHODS: A semistructured questionnaire assessing the databases, search filters and evaluation methods used for literature retrieval was distributed to eight major organizations involved in evidence-based guideline development. RESULTS: All of the organizations used search filters as part of guideline development. The medline database was the primary source accessed for literature retrieval. The OVID or SilverPlatter interfaces were used in preference to the freely accessed PubMed interface. The Cochrane Library, embase, cinahl and psycinfo databases were also frequently used by the organizations. All organizations reported the intention to improve and validate their filters for finding literature specifically relevant for guidelines. DISCUSSION: In the first international survey of its kind, eight major guideline development organizations indicated a strong interest in identifying, improving and standardizing search filters to improve guideline development. It is to be hoped that this will result in the standardization of, and open access to, search filters, an improvement in literature searching outcomes and greater collaboration among guideline development organizations. 相似文献
47.
Conclusion The viewing of an educational film anf the recall of this viewing should constitute a satisfying learning experience so that
the film’s message will be incorporated into a useful store of vicarious experience and remembered facts. Such learning is
most likely to occur when those who write, direct, and edit a film have a clear understanding of the nature of the film’s
audience and of what the film is expected to do to this audience. Knowing these things and to present his subject matter in
the most interesting and satisfying manner possible.
Here a long-time writer of educational films and television programs presents some thoughtful ideas on the design of instructional
films for specific cudiences. Ralph R. White is a scenario writer with the Army Pictorial Center. 相似文献
48.
49.
This article explores the complex interplay of power between performativity and creativity agendas—a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This ‘counterpoint’ of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a ‘rebalancing’ where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of ‘rebalancing pedagogy’ offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content‐focused programmes in and beyond schools. 相似文献
50.
In this paper we explore the possibilities for redesigning pedagogy in the middle years of schooling. We think that the middle
schooling movement in Australia is unfinished because the pedagogical reforms promised have been patchy, not well researched
and difficult to sustain. As well, middle schooling is a little exhausted because it has failed to respond to changing demographies
and youth identities. As a response we argue for school change projects linked to mainstream curriculum change. From a range
of conceptual resources we discuss the potential of using a “funds of knowledge” approach and a narrative approach to youth
identity work. 相似文献