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951.
Anne-Charlotte Hoes Barbara J. Regeer Joske F.G. Bunders 《Action Learning: Research and Practice》2008,5(3):207-220
This article places action learning in the context of system innovation, as it studies the potential use of action learning for system change. In order to effect such system change, collaboration between actors from different institutional backgrounds is essential. To gain insight into if and how action learning can be applied for system change, we study three system change projects in Dutch agriculture. We focus specifically on the approaches developed by the project leaders for collaboration between the scientists and the entrepreneurs and analyse how the interaction between these two contributed to the learning process within the project. This article concludes with guiding concepts for action learning for system change in the field of sustainable development of agriculture and beyond. 相似文献
952.
Lorenzo G. Lledó A. Pérez-Vázquez E. Lorenzo-Lledó A. 《Education and Information Technologies》2021,26(4):4111-4126
Education and Information Technologies - During the last two decades, the use of Information and Communication Technologies (ICT) has opened new paths in the intervention of people with Autism... 相似文献
953.
Katherine G. McDaniel Taylor Brown Caitlin C. Radford Cynthia H. McDermott Trudy van Houten Martha E. Katz Dana A. Stearns Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment. 相似文献
954.
This study examined the utility of response time‐based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid‐guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior. Test taker behavior was found to be inconsistent with these models, with the exception of the effort‐moderated model. Effort‐moderated scoring was found to both yield scores that were more accurate than those found under traditional scoring, and exhibit improved person fit statistics. In addition, an effort‐guided adaptive test was proposed and shown by a simulation study to alleviate item difficulty mistargeting caused by unmotivated test taking. 相似文献
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A. D. G. Milne 《Learning, Media and Technology》1983,9(3):175-178
The BBC has a lasting and massive commitment to education. At a time of difficulty for education and of momentous changes to broadcasting technology and opportunities, it is time to confirm and strengthen that commitment. Among concerns requiring the special attention of educational broadcasting are unemployment and retraining, the ageing population and health care, and ethnic minorities. The opportunities for educational broadcasting in the future can only be enhanced, and certainly not diminished. 相似文献
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959.
Specific reading disability in historically famous persons 总被引:1,自引:0,他引:1
960.
The authors examine the day-care center in Nigeria as a potential locus for child abuse and neglect by reanalyzing the data from available studies which were originally designed to assess quality of care in centers and not child abuse or neglect. A slightly modified version of the categories of abuse and neglect, delineated by Giovannoni and Becerra, is employed. Preliminary results suggest that substance abuse, verbal abuse and aspects of physical neglect related to housing and cleanliness of the facility may be the categories where research should be focused. The authors note the lack of normative data with reference to determining abuse and neglect in the Nigerian context. 相似文献