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Brandi D. Tuttle Megan von Isenburg Connie Schardt Anne Powers 《Medical reference services quarterly》2013,32(3):199-210
In 2007, Duke University Medical Center Library instituted an interactive, online PubMed tutorial and quiz for medical students to replace an in-person lecture. This article describes the events leading to this educational paradigm shift and how the tutorial was implemented. Important concerns in the switch to an online approach to PubMed training were student satisfaction and the extent to which searching skills would improve. To determine the effectiveness of the online model, two years of student quizzes and evaluations were examined. Results indicate that students benefit from and appreciate the interactive tutorial. 相似文献
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Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung Yau-kai Wong David Wai-ock Chan Kevin Kien-hoa Chung Lap-yan Lo 《Annals of dyslexia》2012,62(1):1-18
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically
developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese
reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly
less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed
that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading
comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level
skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills
are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system. 相似文献
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Research on formative classroom assessment practices and professional development is richer at the classroom/teacher level than at the building/administrator level. Yet administrator leadership is known to be critical for school reforms, including a change to more formative, learning-oriented assessment practices. The researchers conducted an exploratory study using two years of data from a large, rural school district to describe administrators' learning as they participated in a professional development project designed to increase their knowledge and leadership of formative assessment. Teachers skilled at formative assessment, in the view of their administrators, shared learning targets with students in multiple ways and before, during, and after the lesson. The leadership of administrators was critical to the implementation of formative classroom assessment in their buildings. Administrators who became the leading learner focused their observations in classrooms more intently than before on what the students (not just the teachers) were doing. They understood formative assessment themselves, and their schools were the ones that made progress implementing formative assessment. 相似文献
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The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors. 相似文献
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Preparing physical educators for the 21st century will require professional preparation programs to address both a growing diverse studentlclient population and a more technologically advanced society (Tyson, 1996). How well do the pedagogical practices within our preparation programs represent these transformations? The case method has potential to be the pedagogy change in physical education higher education. The selected research in this review describes the use of cases to reform other professional preparation programs. Possibilities and pitfalls for using case method to address reflection, multicultural education, and technology integrative practice also are outlined. In 1915, John Dewey challenged us to modify our methods of instruction to incorporate more active and constructive processes. Physical educational professionals are entering work environments that demand skills reflecting a changing world, and our pedagogical practices also need to mirror these complex decision-intensive environments. The case method deserves consideration. 相似文献
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This study employed turning point analysis to examine developing mentor relationships and the association between mentor relationships and individual‐organizational relationships. Graduate students from three communication departments reported turning points which they experienced during the early development of their mentor relationships. Findings indicated that many turning points occurred of which have previously been assumed to occur in later stages of relationship development. Some types of turning points were associated with greater changes in identification with the mentors. Others were associated with greater changes in identification with the departments. Results call broad phase models of mentor relational development into question. Secondly, results indicate that mentor relationships are not necessarily associated with individual‐organizational relationships. Mentor relationships, then, should not be assumed to benefit organizations. 相似文献
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Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to 'bring the human mind to such a height of perfection as shall induce the practice of the best morals', ( Macaulay, 1790 , p. 173) is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, virtuous person are considered. Macaulay's suggestions regarding the benefits of a specific curriculum and pedagogy in developing students capable of filtering the limiting dictates of society and aspiring toward virtue are analyzed. Particular attention is paid to the tensions her suggestions embody for the ideal, co-educational classroom. 相似文献
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