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961.
962.
963.
This paper discusses the development of an interactive approach to teaching and assessing a microanatomy curriculum in an innovative medical school program. As an alternative to lectures and labs, students are engaged in interactive seminars focused on discussion of clinical and research‐based cases matched with normal histology and pathology slides. A virtual microscopic system is used rather than the traditional glass slide and light microscope. Evaluation of student performance consists of self‐assessment board style questions, concept appraisal problems, and utilization of a portfolio system where the assessment pieces are continuously integrated as part of written formative and summative assessments. Anat Sci Ed 1:102–105, 2008. © 2008 American Association of Anatomists. 相似文献
964.
Jennifer Debski Candy Dubord Spadafore Susan Jacob Debra A. Poole Michael D. Hixson 《Psychology in the schools》2007,44(2):157-170
Practitioner‐members of the National Association of School Psychologists (N = 162) completed questionnaires regarding their suicide prevention and postvention roles, training, preparedness, and knowledge. Most were crisis team members, yet less than one‐half reported graduate training in suicide risk assessment and less than one‐fourth in postvention. Compared to nondoctoral‐level practitioners, doctoral‐trained practitioners felt better prepared to handle suicidal students. Most respondents had participated in a suicide risk assessment in the past 2 years, with few using standardized measures. Performance was moderately strong on questions about knowledge of risk factors, warning signs, and appropriate steps to respond to a suicidal student, but respondents showed less familiarity with postvention recommendations intended to discourage contagion. Training suggestions were identified. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 157–170, 2007. 相似文献
965.
Young children find meaning in the drawings they create that may not be apparent to an adult observer. The purpose of this study is to access the children’s views using a drawing change task. Seventy‐three pre‐schoolers were asked to draw a person and then draw a person with a belly button. It was anticipated that tadpole (no separate body) drawers would include a body to accommodate this new feature. Instead belly buttons were included without modifications to the figure suggesting that in the children’s view tadpole figures are not as deficient as they might appear. When placing a belly button on a figure drawn by someone else 40% of tadpole drawers responded differently compared to their own. Possible explanations considered are the effect of active involvement in creating a drawing, the respect for another’s drawing intention, and lack of awareness of differences due to working memory limitations. 相似文献
966.
Sandy Magnuson Linda L. Black Maria K. E. Lahman 《Counselor Education & Supervision》2006,45(3):162-179
This article is the 3rd in a series that has been focused on the experiences of assistant professors of counselor education who were at the conclusion of their 3rd year in the profession. Thirty‐six participants provided information about their experiences, sources of pleasure and displeasure, professional contributions, areas of change, and expectations for tenure and promotion. Prominent themes that emerged from the data included mentoring, balance and family focus, and scholarship. Recommendations are presented for counselor educators‐in‐training, candidates, new counselor educators (CEs), and veteran CEs. 相似文献
967.
Cory A. Buxton 《科学教学研究杂志》2006,43(7):695-721
This article reports on a 2½‐year collaborate project to reform the teaching and learning of science in the context of Mae Jemison Elementary, the lowest performing elementary school in the state of Louisiana. I outline a taxonomy of authentic science inquiry experiences and then use the resulting framework to focus on how project participants interpreted and enacted ideas about collaboration and authenticity. The resulting contextually authentic science inquiry model links the strengths of a canonically authentic model of science inquiry (grounded in the Western scientific canon) with the strengths of a youth‐centered model of authenticity (grounded in student‐generated inquiry), thus bringing together relevant content standards and topics with critical social relevance. I address the question of how such enactments may or may not promote doing science together and consider the implications of this model for urban science education. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 695–721, 2006 相似文献
968.
At the start of their first semester, 35 college freshmen were given an interview probing (a) their differentiation of scientists' ideas from evidence, and hypotheses from theories; (b) their understanding of the inherent uncertainty of scientific knowledge; and (c) their reasoning about scientific controversies. The most common responses were in terms of an epistemology in which scientists' ideas and evidence are differentiated, and theories are understood as tested hypotheses (Level 2 in our system based on Carey, Evans, Honda, Jay, & Unger, 1989), although students varied in how consistently they differentiated theories and evidence across all questions. Responses in which theories are understood as broader explanatory frameworks guiding hypothesis testing (Level 3) were virtually nonexistent, but some students gave responses that showed awareness of processes of interpreting and reinterpreting patterns of results (Level 2.5). Responses across the three parts of the interview were significantly related. Consistently differentiating scientists' ideas from evidence was strongly related to appreciating the inherent uncertainty of scientific knowledge and with having a deeper understanding of the reasons for scientific controversies and how to resolve them. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 747–785, 2006 相似文献
969.
Fears profiles among children and adolescents were explored using the Fear Survey Schedule for Children‐American version (FSSC‐AM; J.J. Burnham, 1995, 2005). Eight cluster profiles were identified via multistage Euclidean grouping and supported by homogeneity coefficients and replication. Four clusters reflected overall level of fears (i.e., very low, below average, moderate, and multiple), and four others exhibited specific peaks associated with school‐related fears, medical fears, and scary things. Demographic characteristics associated with cluster profile membership revealed variability primarily based on gender and age, with some differences associated with community type. Comparisons with prior results on earlier fear surveys and implications for school refusal behavior provide a useful context for discussion. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 673–683, 2006. 相似文献
970.
A. Olu Oyinlade 《Performance Improvement Quarterly》2006,19(1):25-40
Assessing the effectiveness of a leader is often a difficult exercise for many organizations. This is usually because most assessment procedures are influenced by organizational politics, they are not standard based, and the items on which a leader is assessed are undefined or poorly defined. This study presents the Essential Behavioral Leadership Qualities (EBLQ) approach for assessing leadership effectiveness as an alternative method to commonly used assessment procedures. Among other assumptions, the EBLQ method is built on the assumptions that a leader should be evaluated on clearly defined behavioral qualities and his/her effectiveness rating should be standard based. Hence, the EBLQ method measures the effectiveness of a leader against the essentiality levels of behaviors deemed necessary for effective leadership. Leadership effectiveness is determined for each leadership behavior and for overall leadership performance. The EBLQ method was demonstrated in the assessment of the leadership effectiveness of the principals of schools for students who are blind or visually impaired. 相似文献