OSTMED.DR®, an Osteopathic Medicine Digital Library

The OSTMED.DR® database provides access to both citation and full-text osteopathic literature, including the Journal of the American Osteopathic Association. Currently, it is a free database searchable using basic and advanced search features.     

Export market orientation behavior of universities: the British scenario

This study seeks to extend our knowledge of export market orientation (EMO) in the context of British universities with regard to recruitment of international students. Export marketing remains an area of limited focus in the marketization of higher education literature. The study predominantly follows a quantitative research design using survey methods. A sample of British universities was studied and partial least-squares analysis was performed. The findings indicate that four export higher education-specific variables are important drivers of EMO in universities. The paper also confirms EMO's direct effects on university export performance and its indirect effects mediated through university international reputation. In light of these findings, a number of implications are advanced for university management. The study also makes important theoretical contributions: it contributes to a growing body of literature on marketing of higher education; it enriches the export marketing literature by examining EMO in a service setting and it adds to the EMO–export performance relationship by examining the mediating role of international reputation. The findings are limited to British universities. Therefore, they may not be generalizable to other geographical areas. In addition, the results of this study were obtained from a small sample size and generalization of the findings to other higher education institutions should be made with caution.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

Text-based writing in elementary classrooms: teachers’ conceptions and practice

Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,...     

Effects of varying trial distribution,intra- and extramaze cues,and amount of reward on proactive interference in the radial maze

Rats are typically less accurate in their arm selections in the radial maze over successive trials in a session (Roberts & Dale, 1981). In the present study, rats’ choice accuracy declined when such trials were separated by 2-min (massed) but not by 2-h (spaced) intertriai intervals. Changing intramaze visual/tactile arm stimuli (Experiments 1 and 3) or extramaze landmark stimuli (Experiment 4) between trials weakened the massed-trials effect, but changing the number of food pellets per arm, either alone or in conjunction with changes in intramaze cues (Experiments 2 and 3), did not. The rats also tended to avoid the spatial locations of their last four choices on a previous trial during their first four choices on a current trial, and more so with massed than with spaced trials. These findings indicate that intertriai proactive interference (PI) occurred only with massed trials and was weakened by changing intra- and extramaze cues between such trials.