2,048 research outputs found
Simultaneous Learning about Research and Filmmaking: Informed Learning and Research Guides
Christine Bruce has written extensively about informed learning. Informed learning is âusing information, creatively and reflectively, in order to learnâ (2008, Preface). Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment or topic specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-Fiction Film research guide that we created aligns with the three principles and seven faces of informed learning.https://source.sheridancollege.ca/lls_books/1001/thumbnail.jp
Designing a consequentially based study into the online support of pre-service teachers in the UK
This paper reports on the design of a pilot doctoral study into the online support of pre-service teachers. It highlights the significance of a consequential, rather than deontological, perspective in guiding the development of a study's design. The study initially aimed to explore pre-service teachersâ perceptions and use of social media on their school placements by setting up groups on Facebook and Twitter. However, several problems occurred in relation to the recruitment of participants. It became increasingly clear that there was significance in the positionality of the researcher as an âoutsiderâ to the research context and the potential role for gatekeepers in understanding remote research sites. An ethical framework was used to make a more comprehensive analysis of the issues at play, which helped identify ways of proceeding. A redesign of the study followed with a stronger rationale for the way consequential considerations can help address deontological concerns
The Role of Consequences in validity Theory
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72502/1/j.1745-3992.1998.tb00826.x.pd
Developing a data repository of standard concussion assessment clinical data for research involving college athletes
Don't forget the group! The importance of social norms and empathy for shaping donation behaviour
Test development and use in five Iberian Latin American countries
The abundance of scholarship on test development and use generally is higher in English-speaking than in Iberian Latin
American countries. The purpose of this article is to help overcome this imbalance by describing and identifying
similarities and differences in test development and use in two Iberian (Portugal and Spain) and three of the largest
Latin American (Argentina, Brazil, and Venezuela) countries. The stages of test development in each country, roles of
professional associations, presence of standards for test use, professionalsâ educational training, commonly used tests,
together with prominent challenges to continued progress are discussed. Test development and use in these five countries
are transitioning from a dependence on the use of translated tests to greater reliance on adapted and finally nationally
constructed tests. Continued growth requires adherence to international standards guiding test development and use.
Stronger alliance among professional associations in the Iberian Latin American countries could serve as a catalyst to
promote test development in these regions.A abundĂąncia de estudos sobre o desenvolvimento do teste e usar geralmente Ă© maior em InglĂȘs de lĂngua do que nos paĂses latino-americanos ibĂ©ricos. O objetivo deste artigo Ă© ajudar a superar este desequilĂbrio, descrever e identificar semelhanças e diferenças no desenvolvimento de testes e uso em dois IbĂ©rica (Portugal e Espanha) e trĂȘs dos maiores paĂses da AmĂ©rica Latina (Argentina, Brasil e Venezuela). Os estĂĄgios de desenvolvimento do teste em cada paĂs, os papĂ©is das associaçÔes profissionais, presença de padrĂ”es para uso de teste, a formação dos profissionais da educação, os testes comumente utilizados, juntamente com desafios importantes ao progresso continuado sĂŁo discutidos. Desenvolvimento de testes e uso nestes cinco paĂses estĂŁo em transição de uma dependĂȘncia do uso de testes traduzidos para uma maior dependĂȘncia de testes adaptados e finalmente construĂdos nacionalmente. O crescimento contĂnuo exige a adesĂŁo a padrĂ”es internacionais orientadores desenvolvimento de testes e uso. Aliança mais forte entre as associaçÔes profissionais dos paĂses latino-americanos ibĂ©ricos poderia servir como um catalisador para promover o desenvolvimento do teste nessas regiĂ”es
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Practitioners' views and barriers to implementation of the Keeping Birth Normal tool: A pilot study
Background:
Poor implementation of evidence in practice has been reported as a reason behind the continued rise in unnecessary interventions in labour and birth. A validated tool can enable the systematic measurement of care to target interventions to support implementation of evidence. The Keeping Birth Normal tool has been developed to measure and support implementation of evidence to reduce unnecessary interventions in labour and birth.
Aims:
This pilot sought the views of midwives about the usefulness and relevance of the Keeping Birth Normal tool in measuring and supporting practice; it also identified barriers to implementation.
Methods:
Five midwives supported by five preceptors tested the tool on a delivery suite and birth centre in a local NHS Trust. Mixed methods were employed. Participants completed a questionnaire about the relevance and usefulness of the tool. Semi-structured interviews explored participants' experience of using the tool in practice.
Findings:
The domains and items in the tool were viewed as highly relevant to reducing unnecessary interventions. Not all midwives were open to their practice being observed, but those who were reported benefits from critical reflection and role-modelling to support implementation. An important barrier is a lack of expertise among preceptors to support the implementation of skills to reduce unnecessary interventions. This includes skills in the use of rating scales and critical reflection. Where expertise is available, there is a lack of protected time for such structured supportive activity. Norms in birth environments that do not promote normal birth are another important barrier.
Conclusions:
Midwives found the items in the tool relevant to evidence-informed skills to reduce unnecessary interventions and useful for measuring and supporting implementation. To validate and generalise these findings, further evidence about the quality of items needs to be gathered. Successful implementation of the tool requires preceptors skilled in care that reduces unnecessary interventions, using rating scales, role-modelling and critical reflection. Such structured preceptorship requires protected time and can only thrive in a culture that promotes normal birth
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