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71.
Hayes JA Ivanusic JJ le Roux CM Hatzopoulos K Gonsalvez D Hong S Durward C 《Anatomical sciences education》2011,4(5):280-284
After Phnom Penh was liberated from the Khmer Rouge in 1979, health science education in Cambodia had to be completely rebuilt. In this article, the authors report the results of a teaching collaboration between the University of Melbourne (Australia), the International University (Cambodia), and the University of Health Sciences (Cambodia). The main objectives in this collaboration were to provide the opportunity for dental and medical students in Cambodia to attend resourced anatomy workshops and to provide an opportunity for anatomy teachers in Cambodia to gain experience in implementing anatomy workshops of the style that are routinely used in the medical and dental curricula at the University of Melbourne. Experienced anatomy educators from the Department of Anatomy and Cell Biology, University of Melbourne, designed and resourced a series of workshops and then delivered these in collaboration with Cambodian teaching staff in Phnom Penh. The Cambodian students who participated in the workshops were incredibly engaged and enthusiastic. The students' evaluations (by questionnaire) indicated a very positive response to the workshops. All of the workshop resources were donated to the two universities so that the staff could continue to implement similar workshops, and plans were developed to continue our collaboration by developing more resourced workshops for this purpose in the future. Two staff members from Cambodia will travel to Melbourne to participate in anatomy workshops and dissection classes at the University of Melbourne. We hope that this extension of the collaboration provides further support and impetus for the development of anatomy education in Cambodia in the future. 相似文献
72.
Jeffrey A. Hayes Soo Jeong Youn Louis G. Castonguay Benjamin D. Locke Andrew A. McAleavey Sam Nordberg 《Journal of College Counseling》2011,14(2):105-116
A comparison of institutional enrollment data and counseling center service utilization data at 66 universities showed that neither ethnic minority students nor European American students under‐ or overutilized counseling services (Study 1). Data from Study 2 examining students in the general campus bodies at 45 institutions indicated that utilization of counseling center services for students of various ethnicities was predicted by the ethnic composition of the counseling center staff. Among students of color, utilization of campus counseling services was predicted by greater psychological distress, less family support, and a history of previous psychological problems. 相似文献
73.
Jeffrey A. Hayes Caitlin Chun‐Kennedy Astrid Edens Benjamin D. Locke 《Journal of College Counseling》2011,14(2):117-126
Data from 2 studies revealed that ethnic and sexual minority clients experienced greater psychological distress on multiple dimensions than did European American or heterosexual clients, respectively, as did ethnic and sexual minority students who were not clients. Among sexual minority students, ethnicity was not an added source of distress. Among ethnic minority students, sexual minority status was associated with heightened psychological distress. 相似文献
74.
75.
James M. Graceffo Jeffrey A. Hayes Caitlin Chun‐Kennedy Benjamin D. Locke 《Journal of College Counseling》2012,15(3):262-273
The aim of this study was to identify variables that reliably differentiated between 2 groups of students who reported binge drinking at the same rate (6 to more than 10 times within the previous 2 weeks) but who exhibited different distress associated with their behavior. Results indicated that students who received an external expression of concern were more likely to be concerned themselves about their alcohol use. The clinical utility of this finding is discussed. 相似文献
76.
Journal of Science Teacher Education - 相似文献
77.
78.
Alan Hayes Sherry Livingstone 《International Journal of Disability, Development & Education》1986,33(1):35-48
Comparatively little research has focussed on the experiences of disabled children in rural communities where mainstreaming may be a matter of necessity, thus providing examples of “natural experiments” in mainstreaming. A pilot study is described in which case studies are presented of five children with disabilities who attended regular schools in isolated rural communities in Queensland; a number of factors are suggested which may be associated with the outcomes of mainstreaming for these children. Several key issues in rural mainstreaming are offered as bases for hypotheses to be examined in future research programs. 相似文献
79.
Conclusion Primary teachers will continue to be confronted with topics about which they themselves may not share the understandings of
experts in the area. They are surely not alone there. Secondary and tertiary science teachers who have more extensive backgrounds
find themselves in the same situation.
Increasing the number of areas in which primary teachers share the understandings of scientists would be of value. However
the data of this study suggest that it would also be worthwhile to focus attention on the strategies and understandings they
may use to increase their familiarity with scientist's understandings of natural phenomena. The Interactive Teaching Approach
(Biddulph and Osborne, 1984) offers an appropriate model for such activity. 相似文献
80.
Nóirín Hayes 《International Journal of Early Years Education》2018,26(3):220-232
The current future-focused, outcomes driven early childhood policy climate presents a danger that early years pedagogy will lose sight of the ‘present’ child. Increasingly policy support for early childhood education is built around an emphasis on preparing children for school and positioning it as a key element in enhancing society through preparing future citizens to become productive members of society. The measurable outcomes discourse, in emphasising product, renders invisible the critical contribution of the processes of everyday practice to children’s development. To challenge and counteract the strong outcome discourse early years professionals must have confidence in their pedagogy. However, research suggests that those working in the early years may lack the language and strategies for supporting their educational practice. Using the bio-ecological model of development and drawing on the capabilities approach this paper calls for a shift in policy and pedagogical discourse from measuring competencies towards enhancing capabilities, from assessing outcomes towards providing rich, day-to-day learning opportunities. Such a shift in narrative could weaken the neo-liberal, outcome language of early childhood policy and refocus on supporting an early childhood pedagogy that would explicitly reflect current understanding of what is most beneficial to children’s development and well-being and provide a powerful potential for change. 相似文献