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91.
The Organizational Communication, Learning, and Design Department at Ithaca College is experimenting with educational methods that situate learning in authentic contexts, for example, in real cases with actual clients. We hope that these methods will better prepare our students for skilled practice in the complex situations and environments where they will work. One of our efforts has focused on an upper-level undergraduate course titled Performance Technology, for which we have developed a variety of what we believe are innovative strategies and activities. Results have been encouraging and have suggested more direct and powerful links between preparation and practice. 相似文献
92.
Timothy M. McGrath Gordon Waddington Jennie M. Scarvell Nick B. Ball Rob Creer Kevin Woods 《Journal of sports sciences》2016,34(4):289-302
Lower limb dominance (or lateral preference) could potentially effect functional performance. Clinicians are often asked to make judgements as to when a patient has sufficiently “recovered” from an injury, typically using strength and dynamic performance outcome measures. The primary purpose of this study was to systematically review the literature in relation to limb dominance within active adult populations and discuss some limitations to current methods and relate this to current clinical practice. A search of MEDLINE and CINAHL and EMBASE databases and reference lists of those articles identified was performed. Eleven articles were selected for meta-analysis. There was no statistical effect of limb dominance for any of the functional tests: isokinetic quadriceps and hamstring tests, hamstring:quadriceps ratios, single-leg hop for distance, single-leg vertical jump and vertical ground reaction force following a single-leg vertical jump. Pooled symmetry values varied from 94.6% to 99.6% across the tests, above the clinically accepted benchmark of 90% used in clinical practice. Although the results of this study must be used with discretion, asymmetries in the tasks described in this analysis should be viewed as undesirable and remedied accordingly. Further research is needed to quantify asymmetries, particularly in relation to sport-specific contexts. 相似文献
93.
Jay L. Gordon 《Technical Communication Quarterly》2005,14(1):49-72
Composing hypertext documents can be an enriching path into the world of technical communication. In learning to produce hypertext, students are introduced to an important form of written composition that encompasses not only text generation, but also visual communication and information architecture. In this article, I provide a rationale for teaching hypertext composition and then some specific curricular suggestions in two parts, one for teaching beginners, and one for teaching more advanced students. 相似文献
94.
Gordon Porter 《Prospects》1995,25(2):299-309
Conclusion Michael Fullan, Dean of Education at the University of Toronto and an acknowledged expert on educational change, reform and
improvement, has noted that reform in special education ‘represents just about all the issues involved in bringing about educational
reform.’ complexity and leadership are particularly difficult challenges. Fullan has noted that, ‘the solutions to inclusion
are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions
that work. Given what change requires—persistence, coordination, follow-up, conflict resolution, and the like—leadership at
all levels is required...’ (Fullan, 1991b).
Organizational support for inclusive education must be in place at the provincial/state level, the regional/school district
level, and at the school level. These structures, programmes and policies must deliver the support needed by classroom teachers
and their students. We have set out specific ways that this can be done, consistent with an inclusive policy framework. The
commitment to equity, as well as access and quality, requires continuing development by building on these approaches. In so
doing, we can achieve better results for students with special needs while simultaneously creating more effective schools
for all students.
A former teacher and school principal, Gordon Porter is now director of student services for the public schools in Woodstock,
New Brunswick. A well-known advocate for integrated education, he has been instrumental in developing inclusionary programmes
for all students in the schools in the Woodstock area, and throughout the province of New Brunswick. Dr. Porter has conducted
training in many parts of Canada as well as the United States. He is currently vice-chair of the Committee on Integrated Education
of the International League of Societies for the Mentally Handicapped. 相似文献
95.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
96.
ABSTRACTStudents’ capacity for making evaluative judgements of their own work is widely acknowledged as central to their learning within programmes as well as being vital to their subsequent professional practice. In higher education literature, the act of evaluative judgement is usually portrayed as a process of deliberative, analytical reasoning requiring student agency and objectivity, typically scaffolded by points of reference such as explicit criteria, rubrics or exemplars. This article challenges this common portrayal of judgement by drawing attention to research from outside higher education on the role of unconscious factors in judgement and decision-making. Drawing from the field of heuristics and bias studies, the article outlines six unconscious factors that have the potential to distort students’ analytical judgement of their work. A recent challenge to the heuristics and bias approach that radically repositions the place of reasoning in judgement is also considered. Since these unconscious factors have received scant attention in higher education literature, the purpose of this article is to draw attention to them, to identify the challenges they pose to current understandings of evaluative judgement, and to outline their implications for enhancing assessment practice. 相似文献
97.
Franz Hilker Alan C. Purves Edmund King Fernand Hotyat Gordon Bishop Birger Bromsjö A. Harry Passow Willard C. Olson Gilbert de Landsheere Douglas M. McIntosh John I. Goodlad 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):356-376
98.
Jay Gordon 《Technical Communication Quarterly》2002,11(2):147-164
The classical Greek discourse on techne has much to offer technical communication teachers concerned about the relationship between theory and practice, but this potential has not yet been realized. Plato's and Aristotle's discussions about the relationship between techne and rhetoric, for example, encompass questions about the rhetorical goals of the speakedwriter and about the role of theory in teaching rhetorical art that are of continuing relevance to the modern discourse on technical communication. The aim of this article is to identify several points upon which a fruitful dialogue between ancient and modern discourses can begin. First, I supply some background on how the term techne was used up through the fourth century BCE. Then I discuss how the modern discourse on technical communication (including material from popular textbooks) both converges with and departs from Plato's and Aristotle's statements on the relationship between techne and rhetoric. Finally, I point out areas for further discussion as teachers of technical communication continue to reflect upon and refine their pedagogies. 相似文献
99.
Wendy Gordon 《The Journal of perinatal education》2013,22(3):133-135
On March 6–7, 2013, some of the greatest minds in research and the provision of maternity care came together for a workshop on “Research Issues in the Assessment of Birth Settings,” hosted by the prestigious Institute of Medicine (IOM) and sponsored by the W.K. Kellogg Foundation. 相似文献
100.
Michelle D. Lazarus Gordon L. Kauffman Jr. Milind J. Kothari Timothy J. Mosher Matthew L. Silvis John R. Wawrzyniak Daniel T. Anderson Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388
Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists. 相似文献