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Indexing consistency in MEDLINE 总被引:3,自引:0,他引:3
The quality of indexing of periodicals in a bibliographic data base cannot be measured directly, as there is no one "correct" way to index an item. However, consistency can be used to measure the reliability of indexing. To measure consistency in MEDLINE, 760 twice-indexed articles from 42 periodical issues were identified in the data base, and their indexing compared. Consistency, expressed as a percentage, was measured using Hooper's equation. Overall, checktags had the highest consistency. Medical Subject Headings (MeSH) and subheadings were applied more consistently to central concepts than to peripheral points. When subheadings were added to a main heading, consistency was lowered. "Floating" subheadings were more consistent than were attached subheadings. Indexing consistency was not affected by journal indexing priority, language, or length of the article. Terms from MeSH Tree Structure categories A, B, and D appeared more often than expected in the high-consistency articles; whereas terms from categories E, F, H, and N appeared more often than expected in the low-consistency articles. MEDLINE, with its excellent controlled vocabulary, exemplary quality control, and highly trained indexers, probably represents the state of the art in manually indexed data bases. 相似文献
3.
Steve Graham Evan J. Fishman Robert Reid Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89
Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone. 相似文献
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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. 相似文献
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This article summarises the views of 222 grant‐maintained (GM) school's head teachers’ experience of, and reasons for, their schools opting out of local authority control. The survey was conducted on the first 499 secondary schools to go GM. The article investigates issues such as admissions, finances and also the effects of GM status (GMS) on the relationships with, and roles of, local education authorities, the Department for Education, parents and governors. The article provides an overview of moves to GMS and highlights prior aims and reflections. 相似文献
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Science in the Trenches: An Exploration of Four Pre-service Teachers' First Attempts at Teaching Science in the Classroom 总被引:1,自引:0,他引:1
This paper explores four students' attempts at teaching science in the real world classroom during their initial student teaching practicum, including their struggles and successes. When pre-service teachers enter their initial practicum experience they are confronted with differing teaching philosophies of their own, their university professors, and their school mentors (Sullivan, Mousley & Gervasioni, 2000; John, 2001; Fu and Shelton, 2002). Within this situation, preservice teachers struggle to find their own niche of teaching science and learn to reflect as both learner and teacher (Kelly, 2000). Our goal as science teacher educators is to help pre-service teachers have an easy transfer from personal university experiences to teaching science in the real classroom environment while maintaining the integrity of newly learned teaching strategies (Segall, 2001). This work adds to and helps guide science teacher educators in identifying difficulties pre-service teachers' experiences in the transition from methods courses to practice. 相似文献
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Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure
Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure. 相似文献
9.
Rebecca Miles Narelle Lemon Donna Mathewson Mitchell Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414
As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative. 相似文献
10.
R. P. Clark Einar Lilja Eve Malmqvist Louis Arnaud Reid Edmund King John Downing C. M. Fleming Arnould Clausse G. de Landsheere Vernon Mallinson Paul Nash Tomio Goto M. A. Brimer Rudolf Cohen Gerhard Pause M. J. Langeveld W. E. Vliegenthart Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382