Results 181 to 190 of about 804,904 (237)
Moving beyond neurophobia to cultivate the neuroquisitive learner
Anatomical Sciences Education, EarlyView.Abstract “Neurophobia,” a pervasive fear of the neurological sciences, poses a significant barrier in medical education, affecting learners and physicians worldwide. Its consequences are far‐reaching, contributing to a limited neurology workforce and diminished confidence among non‐specialists in managing neurological conditions.
Joanna R. Appel +1 more
wiley +1 more source
Beyond knowledge: Cultivating noncognitive skills and attributes through anatomy education
Anatomical Sciences Education, EarlyView.Abstract Anatomy education has historically prioritized cognitive knowledge acquisition and technical skills, such as spatial awareness and manual dexterity. Noncognitive attributes, essential for early‐stage learners, such as social skills, motivation, emotional intelligence, self‐regulation, self‐efficacy, and resilience, have remained comparatively ...
Renato Lopes Previdelli +1 more
wiley +1 more source
PD073 Metaphoric Competence and Communicative Competence
Annual convention of the Japanese Association of Educational Psychology, 2005 openaire +1 more source
Communicative competence [PDF]
, 2004 The work is based on the study conducted in elementary schools in Croatia and Hungary. The aim of the study was to compare English language achievement of Croatian and Hungarian pupils. Wach skill was tested and the results are explained in terms of success of male and female pupils.
Walean, Hanny A
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Communication: an enabling competency
ANZ Journal of Surgery, 2020Communication is critical to the outcome of all human interactions, including those between a doctor and patient, or a surgeon and healthcare team. It is one of the Royal Australasian College of Surgeons (RACS) nine competencies, originally developed with reference to the now revised CanMEDS roles.
Stephen A. Tobin, David A. Watters
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2022
Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence.
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Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence.
openaire +1 more source
Topics in Early Childhood Special Education, 1986
A model of communicative development is described that includes seven progressively more complex levels of competence and a set of six criteria (communicative features) for assignment of individual behaviors to particular developmental levels. Research evidence documenting the progressive changes in the genesis of communicative competence is reviewed ...
Gary Holdgrafer, Carl J. Dunst
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A model of communicative development is described that includes seven progressively more complex levels of competence and a set of six criteria (communicative features) for assignment of individual behaviors to particular developmental levels. Research evidence documenting the progressive changes in the genesis of communicative competence is reviewed ...
Gary Holdgrafer, Carl J. Dunst
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From Communicative Competence to Intercultural Communicative Competence: A Retrospect
The notion of “Communicative Competence” has often been discussed in view of the challenges that intercultural interactions pose to the notion itself, especially as the notion was originally conceived by abstracting it from multicultural environments.Francesco Costantini, Delia Airoldi
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Communicative Contexts and Communicative Competence
Journal of Language and Social Psychology, 1983The development of communicative competence cannot be investigated without a consideration of the development of the context in which communica tion takes place. Contexts are elaborated historically, and constituted by the interplay of language, self-concepts, and social structure. The motivation of elaboration is ecological.
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