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Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献
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Daniela B. Friedman Vance Kornegay Andrea Tanner Diana C. Sisson Megan A. Weis 《Public Library Quarterly》2016,35(1):1-22
Despite implementation of most of the provisions of the Affordable Care Act (ACA) by 2014, the public still has questions about the health care law. To assess the potential of using the library as a hub for ACA education, we tested existing and new culturally relevant messages about the health care law with twenty-seven community members. Participants discussed the message prototypes, including the visual components and promotional content, and provided advice to modify content and design to best reach target audiences. Future research can follow this example to engage libraries and community members in developing and evaluating culturally relevant health messages. 相似文献
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Renée Stalmeijer Jill Whittingham Willem de Grave Diana Dolmans 《Assessment & Evaluation in Higher Education》2016,41(1):53-66
Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education. 相似文献