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91.
Paul Herbert 《Health information and libraries journal》2013,30(1):72-75
The use of intranets as knowledge management tools in the NHS has been applied with varying success. This study set out to evaluate the effectiveness of the NHS Lanarkshire intranet site FirstPort as a knowledge management tool and to capture opinions on what would be required of a new FirstPort 2 site to be launched in the summer of 2012. The research was conducted in June 2011 by Paul Herbert as part of MSc in Health Informatics at the University of Sheffield, supervised by Nigel Ford. At the time of the study, Paul was working at NHS Lanarkshire and he was able to give his employers a useful set of recommendations. He moved to his present post with Healthcare Improvement Scotland in June 2012. This article is the first in the Dissertations into Practice series to investigate web‐based tools for information and communication inside the NHS, but there are more in the pipeline. AM 相似文献
92.
Herbert H. Howard 《广播与电子媒介杂志》2013,57(2):209-232
One of the oldest and largest of the group owners in radio and television is historically traced in this article, taken from the author's dissertation on group ownership in television, written under the direction of past BEA‐President Rod Right‐mire at Ohio University. The author is on the broadcasting faculty at the University of Tennessee, Knoxville. 相似文献
93.
Susan Herbert 《International Journal of Science Education》2013,35(7):979-993
The purpose of this study was to investigate the nature of students’ responses to a cross‐cultural science unit entitled “Maintaining health.” The unit was designed to help students to build bridges between their traditional practices and beliefs and western science concepts. This paper reports students’ responses to a pre‐test and post‐test, and their reflections on their learning. The responses were analysed using the collateral learning model. There was evidence of parallel, dependent, and secured collateral learning. The implications for science teaching and for assessing science learning are discussed. 相似文献
94.
The role of the ‘professional community’ in action research 总被引:2,自引:2,他引:0
Herbert Altrichter 《Educational Action Research》2013,21(1):11-26
The article argues that collective learning plays an important role in the practice of teacher research, which has not yet been adequately dealt with in its theory. Lave & Wenger's (1991) theory of ‘Situated Learning’ is examined as an example for a conceptualisation of collective learning. In the concluding section, some provisions for ‘learning in communities’ in the practice of teacher research are discussed. Although the argument is made for the teaching profession, it is assumed that it also has some bearing on action research in other professions. 相似文献
95.
A variety of personal characteristics have been shown to be influential in teacher-student relationships. The sex of the child as well as the appropriateness of his behavior were the factors evaluated in this study. An analysis of the results indicated that sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. A discussion of the results was presented with regard to support for previous studies and implications for future research. 相似文献
96.
97.
James L. Wardrop William L. Goodwin Herbert J. Klausmeier Robert M. Olton Martin V. Covington Richard S. Crutchfield 《Journal of Experimental Education》2013,81(4):67-77
A controlled experiment was conducted in forty-four fifth-grade classrooms to investigate the extent to which creativity and problem-solving skills of children could be nurtured through a series of self-instructional programmed lessons. Also studied was the relationship of such skills to (1) learner characteristics (IQ and sex) and (2) classroom “environment” as it may have facilitated creative thinking. Significant differences were found favoring the experimental group (which received the programmed lessons). Improvement in productive thinking skills was found for both boys and girls of both higher and lower IQ. Greater gains were found in classrooms providing relatively little support and encouragement for productive thinking. Also the performance of girls on the productive thinking measures exceeded that of boys and there was a strong positive relationship to IQ. 相似文献
98.
99.
Herbert L. Willett 《Religious education (Chicago, Ill.)》2013,108(7):644-648
100.