Results 51 to 60 of about 14,680 (284)

Integration of the arts and biomedical engineering in innovative interdisciplinary anatomy education: The synthetic anatomy module

Anatomical Sciences Education, EarlyView.
Abstract The intersection of science and art has historically fostered innovation, yet the integration of creative arts into anatomy education remains limited. The Synthetic Anatomy module was designed to bridge anatomy teaching with creative design for bioscience and biomedical engineering students. This study evaluates the module's educational impact
Mandeep Gill Sagoo, Pak Yin Lam, Leigh Wilson, Les Bicknell, Kawal Rhode, Siham Omar, Richard Wingate   +6 more
wiley   +1 more source

The Methodological Convergences between Symbolic Interactionism and Constructivist Grounded Theory

Przeglad Socjologii Jakosciowej, 2019
This article explores the connection between Constructivist Grounded Theory (CGT) and Symbolic Interactionism (SI) in the light of the methodological position presented in Herbert Blumer’s Symbolic Interactionism: Perspective and Method.
Andrea Salvini
doaj   +1 more source

Beyond right or wrong: How partial credit scoring on multiple‐choice questions improves student performance and assessment perceptions

British Journal of Clinical Pharmacology, EarlyView.
Aims In this study, we examined the effects of assigning partial credit to selected answer choices on student performance and perceptions in a pharmacology course using Type A multiple‐choice questions (MCQs). Methods Partial credit scoring was incorporated into quizzes and exams in a 10‐week pharmacology course for postbaccalaureate premedical ...
Stephen D. Schneid, Chris Armour, Katharina Brandl   +2 more
wiley   +1 more source

From cramming to binge‐watching: Integrating documentary‐based assessment into a pharmacology and toxicology curriculum—a qualitative study

British Journal of Clinical Pharmacology, EarlyView.
Abstract Aims In the context of pharmacology and toxicology education, there is a growing shift toward programmatic assessment models that prioritize longitudinal learning, reflection and development of higher‐order cognitive skills. As part of this transition, we are exploring alternative and more meaningful forms of assessment. This qualitative study
Narin Akrawi, Heleen van der Sijs, Floor van Rosse   +2 more
wiley   +1 more source

Commentary on “Constructing New Theory for Identifying Students with Emotional Disturbance”

Grounded Theory Review: An International Journal, 2012
First we would like to com m end and thank Dr. Dori Barnett for her willingness to subm it her work for the purpose of acting as a constructivist grounded theory research exem plar, with the understanding that she was subjecting her work to the scrutiny ...
Cheri Ann Hernandez
doaj   +2 more sources

‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust

British Educational Research Journal, EarlyView.
Abstract This paper explores how history teachers in secondary education in England (a) see their role as assessors and (b) how they make decisions about assessing a difficult history: learning about the Holocaust. Assessment literacy (AL) is recognised as a potentially valuable aspect of good teaching and central to supporting students' learning ...
Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong   +3 more
wiley   +1 more source

Choosing a Methodological Path:

Grounded Theory Review: An International Journal, 2012
Researchers deciding to use grounded theory are faced with complex decisions regarding which method or version of grounded theory to use: Classic, Straussian, feminist, or constructivist grounded theory.
Jenna P. Breckenridge, Derek Jones, Ian Elliott, Margaret Nicol   +3 more
doaj  

Falling pupil numbers and school closures: Setting a research agenda for a new era of precarity

British Educational Research Journal, EarlyView.
Abstract This paper explores the significant phenomenon of decreasing pupil numbers in England due to lower birth rates and the impact of a school closure on a school community. It then discusses how the sociology of education might research this major issue.
Eleanor Fagan, Alice Bradbury
wiley   +1 more source

Semantic Metadata Interoperability in Digital Libraries: A Constructivist Grounded Theory Approach [PDF]

, 2011
This paper highlights problems of semantic metadata interoperability in digital libraries. The prevalence of a plethora of standards and a lack of semantic interoperability can partly be attributed to the absence of theoretical foundations to underpin ...
Ross, Penny, Alemu, Getaneh, Stevens, Brett   +2 more
core  

English teachers' journeys since the 2020 Iteration of Black Lives Matter

British Educational Research Journal, EarlyView.
Abstract The 2020 resurgence of Black Lives Matter (BLM) mobilised students in England to demand greater representation of racially minoritised voices in English curriculums—a call highlighted by stark inequity: just 1.5% of GCSE texts studied are by racially minoritised authors, despite racially minoritised students comprising 38.0% of the student ...
Adrian Fernandes
wiley   +1 more source