The Effect on Achievement of Interaction between Self-Concept and Instructional Method

Hypotheses predicting ordinal interactions between self-concept and high and low guidance methods of instruction were tested with 92 elementary school subjects. Treatments were presented as self-instructional, programmed materials. The content was Latin and Greek morphographs. General and academic self-concept were independent variables, the dependent variables being recall and two types of transfer skill. Multiple regression analysis showed the interaction terms to be nonsignificant. However, when the analyses were conducted by school attended by subjects, significant disordinal interactions, in a direction the reverse of those hypothesized, were found.     

Input-Based Approaches to Teaching Grammar： A Review of Classroom-oriented Research

2．Input-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based instruction．Whereas traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.     

Facilitating Systemic Thinking in Business Classes

This article identifies and describes three dimensions of systemic thinking—thinking holistically, thinking dynamically, and thinking in terms of feedback loops. We contend that within the field of business a significant amount of attention has been paid to holistic thinking, but relatively little to the other two dimensions. In addition, we present evidence that managers will need to more fully develop systemic thinking skills as business systems become even more interdependent in the 21st century. Tools are presented that can be used in any area of business to help students develop their systemic thinking skills and gain better insights in their respective fields of study. Examples of how to introduce and use these tools in the classroom are also provided.     

Practice in Irish infant classrooms in the context of the Irish primary school curriculum (1999): Insights from a study of curriculum implementation

This paper begins with a brief outline of the philosophical and methodological basis and the corresponding early education classroom practice envisaged and advocated by the current child-centred Irish Primary School Curriculum (1999). In the context of an overall 'fidelity-type' study, which sought to examine the degree to which the aforementioned curriculum guidelines were actually informing infant classroom practice, it goes on to present and discuss the results of a Target Child Observation Study of pupil activity across a variety of 15 Irish senior infant classrooms ('senior infants' is the second year of formal schooling in Ireland, with the average age of the pupils between five and six years old). A composite picture of general Irish infant classroom practice thus emerges. The paper concludes with a discussion on the core factors identified as militating against the implementation of a more child-centred, activity-based curriculum in the Irish early years classroom.     

Comparison of the validity of four fall-related psychological measures in a community-based falls risk screening

We examined the measurement properties offall-related psychological instruments with a sample of 133 older adults (M age = 74.4 years, SD = 9.4). Measures included the Comprehensive Falls Risk Screening Instrument, Falls-efficacy Scale-International (FES-I), Activities-specific Balance Confidence (ABC), modified Survey ofActivities and Fear ofFalling in the Elderly (mSAFFE), Consequences of Falling (CoF), Physical Activity Scale for the Elderly (PASE), and 36-Item Short-Form Health Survey (SF-36). The FES-I, ABC, mSAFFE, and CoF were significantly correlated with each othe, with SF-36, and with mobility. The ABC and mSAFFE were significantly correlated with PASE. The ABC differentiated between fallers and nonfallers and predicted total falls risk. Findings can assist with the selection of psychological instruments in a falls risk screening context.     

The Map of Medicine: a review of evidence for its impact on healthcare

Objectives: Map of Medicine is an evidence‐based online clinical knowledge resource. Procured at significant cost by healthcare providers in the UK, Sweden and Denmark, it is important to establish the beneficial impact that investment has had on healthcare practise and, ultimately, on patient outcomes. The objective of this study is to review the evidence for the impact of the Map of Medicine on clinical practice. Methods: A systematic review of peer‐reviewed and grey literature was conducted. Nine healthcare databases, Google Scholar and Google were searched for articles containing the terms ‘map of medicine’. Results: The search identified 133 articles. Eleven of the articles identified met the inclusion criteria. The main finding of the study is the paucity of evidence available on the impact of the Map of Medicine and the variable quality of that which does exist. There are some encouraging early indications for the Map of Medicine as a tool within service redesign, leading to an increase in appropriate referrals to secondary care, decreased patient waiting times and considerable cost savings. Conclusion: Further research with study designs that can generate high quality evidence for the impact of Map of Medicine is essential in order to support policy decisions.