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261.
Greg Shafer 《Clearing house (Menasha, Wis.)》2013,86(3):164-166
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Greg Lowan 《Cultural Studies of Science Education》2012,7(1):71-81
Indigenous environmental science education is a diverse, dynamic, and rapidly expanding field of research, theory, and practice.
This article highlights, challenges, and expands upon key areas of discussion presented by Mack et al. (Cult Stud Sci Educ
7, 2012) as part of the forum on their article Effective Practices for Creating Transformative Informal Science Education Programs Grounded in Native Ways of Knowing. Key topics discussed include the integration of Western and Indigenous knowledge in educational programs, embodied approaches
to Indigenous research, and further examples of practice from Canada and other regions of the world. 相似文献
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Vernon R. Curran Roger Butler Pauline Duke William H. Eaton Scott M. Moffatt Greg P. Sherman 《Assessment & Evaluation in Higher Education》2012,37(1):99-112
Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a Simulated Clinical Examination (SCE) method as a means of assessing the clinical skill competencies of entry-level family medicine residents. Two entering cohorts of PGY1 family medicine residents (N = 35) participated in a SCE encompassing realistic clinical encounters with standardised patients (SPs). Residents were asked to complete pre- and post-evaluation surveys, and both faculty and residents were invited to participate in separate focus groups. The SCE was perceived as a useful method during the early phases of postgraduate training for assessing clinical skill competencies, providing constructive feedback to residents and enhancing self-awareness and confidence. The SCE also appeared to be useful in fostering confidence in interviewing and diagnostic reasoning, however self-reported confidence in the ability to perform clinical skill tasks related to history taking, physical examination and differential diagnosis was not associated with observed performance in these areas. The SCE was an effective technique for benchmarking skill performance, however further research is required to evaluate the effect of this on the self-assessment abilities of trainees over the course of postgraduate medical education. 相似文献
269.
Greg Burnett 《Asia Pacific Journal of Education》2013,33(3):350-363
English literacy competence in the Central Pacific Republic of Kiribati is considered important for employment, overseas study and general engagement with a globalizing world. It is also considered as a key factor in the current government's response to climate change and sea level rise, enabling skilled relocation of I-Kiribati to other countries if necessary. This article synthesizes a range of literature sources based on Kiribati literacy education to highlight: a general perception that English literacy standards are in decline; the role of the teacher in addressing that decline; pedagogical approaches to teaching literacy, particularly the historic swing from a highly structured and socially conservative teacher-centred approach to that of a very liberal student-centred approach; and the reliance on Australian and NZ educational aid and consultancy in literacy education. These issues require further debate and investigation in light of unique development problems in Kiribati marked by: rural to urban drift; an increasingly youthful population; limited employment possibilities, and eventual possible large-scale repatriation due to sea level rise. The article tentatively suggests an approach to literacy education based on a four resources model that balances teacher and learner-centredness with socio-cultural and political aspects of literacy. 相似文献
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Greg Mannion Roz Ivani? the Literacies for Learning in Further Education Research Group 《International journal of qualitative studies in education》2013,26(1):15-30
This study identifies ideas about science to which elementary school students are exposed and the manner in which teachers convey those ideas. This is accomplished by developing a scheme ‐based on the work of Hanson – for observing and analyzing classroom interactions, both dialogue and activities, as they occur during science lessons. A set of observation clues, which comprise a nine‐category analytical scheme, disclose three views about science – sensationalist, formalist, and rational – that are presented through the activities of observation, experiment, and explanation. 相似文献