Mit einer Vielzahl von Film-, TV- und Bühnenrollen hat sich Kathleen Quinlan zum Kritiker- und Publikumsliebling gemacht. Unvergessen ist sicher ihre Leistung. and Teaching (Imagination and Praxis: Criticality and Creativity in Education and Educational Research, Band 10). von Kathleen M. Quinlan | 1. Januar Ihre Suche nach "kathleen quinlan" ergab 16 Treffer. Sortieren nach: Bitte auswählen, Interpret A-Z, Interpret Z-A, Titel A-Z, Titel Z-A, Preis aufsteigend, Preis.
Kathleen Quinlan Kathleen Quinlan
Kathleen Denise Quinlan ist eine US-amerikanische Schauspielerin. Quinlan wuchs in Mill Valley, Kalifornien auf und gab ihr Schauspieldebüt in George Lucas American Graffiti. Kathleen Denise Quinlan (* November in Pasadena, Kalifornien) ist eine US-amerikanische Schauspielerin. Quinlan wuchs in Mill Valley, Kalifornien. Kathleen Quinlan - Alle Bilder, Filme, TV Serien und Fakten finden Sie hier zum Star auf TV Spielfilm. Jetzt hier informieren! Entdecke alle Serien und Filme von Kathleen Quinlan. Von den Anfängen ihrer Karriere bis zu geplanten Projekten. Mit einer Vielzahl von Film-, TV- und Bühnenrollen hat sich Kathleen Quinlan zum Kritiker- und Publikumsliebling gemacht. Unvergessen ist sicher ihre Leistung. and Teaching (Imagination and Praxis: Criticality and Creativity in Education and Educational Research, Band 10). von Kathleen M. Quinlan | 1. Januar Kathleen Denise Quinlan (* November in Pasadena, Kalifornien) ist eine US-amerikanische Schauspielerin. In Glee stellt sie Dr. Shane dar.
Mit einer Vielzahl von Film-, TV- und Bühnenrollen hat sich Kathleen Quinlan zum Kritiker- und Publikumsliebling gemacht. Unvergessen ist sicher ihre Leistung. Ihre Suche nach "kathleen quinlan" ergab 16 Treffer. Sortieren nach: Bitte auswählen, Interpret A-Z, Interpret Z-A, Titel A-Z, Titel Z-A, Preis aufsteigend, Preis. Interview, Porträt, Filmografie, Bilder und Videos zum Star Kathleen Quinlan | starinanightsky.eu
Kathleen Quinlan Menu de navigation VideoAfter Movie CLIP - Christian and Molly Fight (2014) - Kathleen Quinlan, John Doman Movie HD Daniel Kaluuya. Nur sein Bruder Terry und sein Bs.To Mcleods Töchter Lee glauben an…. Joaquim de Almeida. Sunset - Dämmerung in Hollywood. Corinna Harfouch. Episode 3. Im Schatten des Krieges. Leadership Foundation for Higher Education. The survey, though, also Bill Cosby further perceptions such as, in a university context, "not manipulating data e. Abstract View in KAR Lecturing is often touted as a means to Action Filme Von 1999 students' interest, despite evidence that most lectures fail to do so. Anthony Mackie biography of a living person needs additional citations for verification. Petrucci, C. The paper also illustrates methodologies developed by the team for investigating thresholds in engineering. As a young actress, she guest-starred in several s television series, including Police WomanIronsideEmergency! The Waltons. Robin Tunney. Verschollen im Bermuda-Dreieck. Margherita Buy. Matthias Koeberlin. Episode 3. Bebe Neuwirth. Kathleen Quinlan. Episode
Kathleen Quinlan Navigation menu VideoAFTER Full Interview with Kathleen Quinlan Interview, Porträt, Filmografie, Bilder und Videos zum Star Kathleen Quinlan | starinanightsky.eu Ihre Suche nach "kathleen quinlan" ergab 16 Treffer. Sortieren nach: Bitte auswählen, Interpret A-Z, Interpret Z-A, Titel A-Z, Titel Z-A, Preis aufsteigend, Preis. Filme. von Ariane Seeger (als Nora Valentino) in Family Secret (); von Marianne Groß (als Lydia Perrish) in Horns () [Synchro ()]; von Claudia.
The author, a social scientist, an adult educator and a published poet, begins with the role of writing in her own processing of the painful experience of a family member's severe mental illness and suicide, showing us her earliest therapeutic writing.
She then illuminates a second phase, in which she gives us an inside look at the rewriting process that led to two poems suitable for public display.
She considers how the resulting poems might be used for both therapeutic and educational purposes, offering discussion prompts and questions related to the poems.
Pleshakova, A. Russian Language Journal [Online] 63 Abstract View in KAR The world's most pressing problems require solutions that cross disciplinary boundaries.
Yet, in an academy dominated by disciplinary thinking, interdisciplinarity is very challenging for researchers, teachers and students. We briefly discuss problem-based learning PBL as a promising teaching methodology for integrating multiple disciplines.
However, the literature on problem-based learning does not adequately articulate the underlying cognitive processes required for interdisciplinary knowledge construction, particularly outside the clinical sciences.
We illustrate this theoretical approach with examples drawn from a course on the culture of Russia and Eastern Europe.
We argue that understanding interdisciplinarity from a cognitive perspective allows both students and teachers to be more self-conscious about the practice of interdisciplinary studies, thereby enhancing the learning and teaching process.
Writing the First Person Singular. Qualitative Inquiry [Online] Abstract View in KAR A poem that explores the boundaries of what can be written in the social sciences and how far we can push those norms of social science.
It addresses the discomfort many social scientists feel when writing in the active, first person singular, while raising questions about qualitative inquiry that plague those who choose to venture into literary writing styles that offer a greater expressive range and more emotive language.
Methodological challenges in researching threshold concepts: A comparative analysis of three projects. Higher Education [Online] 66 This work has spawned four international conferences and hundreds of papers.
Although the idea has clearly gained traction in higher education, this sub-field does not yet have a fully fledged research methodology or a strong critical discourse about methodology.
This paper seeks to begin such a dialogue by analysing three projects carried out by the authors, each focused broadly on identifying and understanding threshold concepts in engineering.
Each of the projects used interviews with students and academics, but differed in six main ways that seem to make a difference to the research outcomes.
This paper considers the gaps in the research and why they matter, briefly outlines the methods used in each of the three case study projects, and then discusses differences in project goals, researchers' backgrounds, curricular context, participants' experiences, negotiated or independent knowledge and degree of comprehensiveness sought in the studies.
The implications of these six differences are explored. The authors argue that research in this sub-field of higher education pedagogical research needs to be clearer and more explicit about the methods that are used They conclude that the field would benefit from bringing together researchers who have been developing complementary research methods to compare and contrast these approaches and to develop more rigorous protocols for research on threshold concepts.
Trevitt, C. Advancing assessment practice in continuing professional learning: Toward a richer understanding of teaching portfolios for learning and assessment.
International Journal for Academic Development [Online] 17 Abstract View in KAR This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes.
While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often simply assumed to be an appropriate tool.
However, it is important that, as practitioners, we are able to justify our own assessment practices and convey our expectations to our participants, who may be unfamiliar with the demands of a reflective portfolio.
In this paper we explore some of the appeal as well as the difficulties of using portfolios, many of which arise from the fact that portfolios are often simultaneously used for summative and formative purposes.
We suggest how the challenges sometimes experienced with portfolio assessment can be addressed by course conveners. One Frozen Smile.
Journal of Family Social Work [Online] Designing competencies for chronic disease practice. Although more than 30 specialty competency sets have been developed, a particular need remained to define competencies required of professionals who practice chronic disease prevention and control.
Public health experts reviewed the results, providing extensive and richer understanding of the issues. RESULTS: The final product presents an integrated picture that highlights interrelationships among the specific skills and knowledge required for leading and managing state chronic disease programs.
Those competencies fall into 7 clusters: 1 lead strategically, 2 manage people, 3 manage programs and resources, 4 design and evaluate programs, 5 use public health science, 6 influence policies and systems change, and 7 build support.
Influencing policies and systems change has distinct relevance to chronic disease practice. We suggest uses of the competencies in the field.
Kagan, J. Health Research Policy and Systems [Online] 7. Abstract View in KAR Globally, health research organizations are called upon to re-examine their policies and practices to more efficiently and effectively address current scientific and social needs, as well as increasing public demands for accountability.
The challenges in designing, operationalizing, and managing global clinical trials programs are considered in the context of large scale scientific research initiatives.
Through a process of extensive stakeholder input, a framework of success factors was developed that enables both a prospective view of the elements that must be addressed in an evaluation of this research and a current state assessment of the extent to which the goals of the restructuring are understood by stakeholders across the DAIDS clinical research networks.
Evaluation of large research initiatives: outcomes, challenges, and methodological considerations. New Directions for Evaluation [Online] Abstract View in KAR The authors synthesize relevant literature and findings of evaluations of four large-scale, federally funded scientific research programs in the United States to identify desired outcomes of these types of programs, major evaluation chal-lenges, and methodological principles and approaches.
Evaluators face numer-ous contextual, political, and methodological challenges in evaluating big science. The authors propose that these may be addressed through participatory planning, such as concept mapping, triangulation of evidence, use of promising methodologies, and a systems approach.
Graham, A. American Journal of Lifestyle Medicine [Online] 2 Abstract View in KAR Effective dissemination, implementation, and adoption of research-tested lifestyle risk factor interventions within primary care are critical to reduce cancer morbidity and mortality.
The objective of this study is to identify short- and long-term action steps within primary care research and practice to bridge the discovery-to-delivery gap in cancer prevention and control.
Experts in primary care research and practice from the United States and Canada participated in this qualitative project.
Concept mapping was used to synthesize expert input on actions to improve research-practice integration in cancer prevention and control.
Results were used to facilitate an action-planning meeting among primary care researchers and practitioners. Five areas were identified as critical to improving the integration of research and practice in cancer prevention and control: 1 stakeholder collaborations, 2 organizational culture and structure, 3 learning infrastructure, 4 incentives and funding, and 5 data and accountability systems.
Addressing the discovery-to-delivery gap in primary care requires collaboration among researchers and practitioners throughout the knowledge production cycle.
The model developed in this project can be used to stimulate actions at the individual, organizational, and systems level to reduce the burden of cancer related to lifestyle risk factors.
Arrington, B. Building a local agenda for dissemination of research into practice. Journal of Public Health Management and Practice 14 Managing program and curricular change toward faculty consensus.
Academic Leader. Petrucci, C. Bridging the research-practice gap: Concept mapping as a mixed methods strategy in practice-based research and evaluation.
Journal of Social Service Research [Online] 34 Abstract View in KAR The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping Trochim, , a mixed-methods strategy that can be useful in practice- based research.
Using two case examples, the steps involved in concept mapping are illustrated. Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effectiveness.
Research strengths include that it is a structured mixed-methods approach, the process is flexible, it accommodates cross-cultural applications, and is time- and cost-effective.
Rawson, R. Writing-skills development in the health professions. Teaching and Learning in Medicine [Online] 17 Abstract View in KAR Background: Studies have found that students in the medical professions often lack the writing skills required during their education and career.
One contributing factor to this deficiency is that writing tends to be discipline specific, rather than requiring general skills acquired in undergraduate schools.
Purpose: To determine the extent to which a rigorous writing exercise impacted the quality of students' medical writing based on a specified rubric.
Method: In the context of a basic science course, we developed 6 weekly writing exercises called Question of the Week, along with a rubric for scoring students' work.
Results: Except for Justification of Assertions and Accuracy, which did not change, scores for all categories improved between Weeks 1 and 2.
Use of Appropriate Terminology was the only category for which scores increased after Week 2. Conclusion: The clearest indication of writing development came from students' augmented ability to use medical terminology in appropriate ways.
This is an important observation, given that each Question of the Week covered a separate body system, characterized by distinctly different terms and jargon.
We concluded that students need much more practice to attain the level of proficiency outlined by our rubric. Effects of problem-based learning curricula on faculty learning: new lenses, new questions.
Advances in Health Sciences Education [Online] 8 Abstract View in KAR Literature on the impact of problem-based learning PBL in medical education has short-changed important questions about the effect of PBL curricula on faculty learning and on faculty knowledge of their subject matter.
This paper opens up new questions about the impact of PBL in medical colleges and other health sciences by focusing attention on its effects on faculty learning, on collegial networks in medical colleges, and, consequently, on other scholarly work by faculty.
A brief review of research on the effects of PBL on faculty and faculty development is followed by a synthesis of relevant research findings from research on teaching and faculty learning in other disciplines.
A new conceptual framework, drawn from the educational paradigms, methods and empirical findings from those other areas of higher education research and research on secondary school teaching, is applied to designing, examining, and evaluating problem-based learning.
Viewing faculty as learners prompts a new research agenda including questions such as: What do faculty members learn by participating in integrative, interdisciplinary problem-based learning courses?
How is that learning related to or integrated with other aspects of their scholarly work? Inside the peer review process: How academics review a colleague's teaching portfolio.
Teaching and Teacher Education [Online] 18 Abstract View in KAR Understanding how academics review and make judgments about teaching portfolios is important as the peer review of teaching becomes more common.
This think-aloud study examines the processes seven academics used in reasoning through a colleague's biochemistry course portfolio. Analysis of the interview transcripts revealed that participants used a normative, case-based reasoning approach, comparing the reviewee's practices to their own experiences, their colleagues, and to prototypical or traditional practices.
They considered contextual factors and their pre-existing knowledge of the teacher and the context. The readers justified their final decisions based on the appropriateness and achievement of educational goals.
The teacher's reflective commentary, the student evaluations of teaching, and the syllabus were important in their review.
Implications are discussed. Advances in physiology education Scholarly dimensions of academics' beliefs about engineering education.
Teachers and Teaching: Theory and Practice [Online] 8 Abstract View in KAR The educational beliefs of seven mechanical engineering academics are examined in the context of their department and the history of the engineering education.
Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the profession, learning goals for students, teaching approaches, and their analysis of student difficulties.
Illustrative case examples are included. It is concluded that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences about the field.
Implications for research on teaching and educational development are discussed. Journal of veterinary medical education [Online] 29 Strengthening collegiality to enhance teaching research and scholarly practice: An untapped resource for academic development.
To improve the academy 19 Buchy, M. Adapting the scoring matrix: A case study of adapting disciplinary tools for learning centred evaluation.
Assessment and Evaluation in Higher Education [Online] 25 Abstract View in KAR The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management.
The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields.
The authors argue, too, that the case is an example of how discipline and profession- specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning.
Factors affecting departmental peer collaboration for faculty development: Two cases in context. Higher Education [Online] 40 Abstract View in KAR This paper extends current research on departmental peer collaboration as a means of faculty development.
Given the potential advantages of such situated developmental activities, the need for further research is pressing.
The study reported here examines two different cases of department-based,practice-centered peer inquiry projects; one set in a department of history and one in a department of mechanical engineering.
Both departmental projects were part of a larger initiative on the peer review of teaching coordinated by the American Association for Higher Education.
The aim of this study is to illuminate factors that can influence the nature, development and impact of such collaborative activities.
The leadership,structure and outcomes of each department's project are compared and contrasted. The role of departmental culture is considered, through an investigation of potential influences from the discipline and institution, as well as from departmental history.
Factors such as the norms of scholarly collaboration,standard work patterns, the presence or absence of external curricular standards, university status,faculty autonomy and morale are discussed.
The database, its role in the curriculum, and its effectiveness in guiding, without undermining, self-directed learning were studied, using the goals of problem based learning as a framework.
Students' self-reports in the form of end-of-course student evaluations were used to learn how students use the database and perceive its impact on student learning.
Responses of 3 cohorts of approximately 84 students each representing 2 courses were analyzed. Many students in both courses used the database and found it useful in addressing learning issues.
The database did not eliminate the "search stress" students had described, but findings suggest that there are two types of search difficulty.
One was related to the mechanics of obtaining and copying papers, and the other was centered on learning hot to cope with too much information and reading for new key concepts.
On the whole, the goals of the database appear to have been met. A majority of students in both courses used the resource to access relevant primary literature, and the database helped students focus on a smaller collection of key articles rather than the huge results often found in a Medline search.
Generating productive learning issues in PBL tutorials: an exercise to help tutors help students. Medical Education Online 5 Abstract View in KAR The development of productive, manageable, appropriate learning issues is central to students' achievement of content objectives in problem-based learning.
Students' reflection on their learning issues is also an important part of the development of their self-directed learning skills. The use of an exercise to support tutors in helping students develop and apply criteria for productive learning issues is described and analyzed.
According to feedback from tutors, the forty five minute preparatory workshop for tutors, followed by a 15 to 20 minute "miniworkshop" with students in their tutorials was a successful format for achieving the objectives of the exercise in a first year problem-based learning course.
By integrating the activity into the tutorial process, the student participation rate was much higher than previous, stand-alone workshops for students on educational process.
Several modifications to the exercise and proposals for related future research are offered. Enhancing mentoring and networking of junior academic women: what, why, and how?.
Journal of higher education policy and management 21 Each person's network contains a range of different types of relationships and contacts that serve different purposes.
This paper clarifies some of these different types of relationships, the benefits each offers, and what they have to offer academic women.
Formal mentoring, networking and peer support programmes are presented and discussed. Commonalities and controversy in context: A study of academic historians' educational beliefs.
Teaching and Teacher Education [Online] 15 Abstract View in KAR The educational beliefs of eight academic historians are examined in the context of their department, the university and the history of the discipline.
Similarities among the academics about goals for history education; perceptions of students; roles as teachers; and classroom patterns are discussed.
Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the discipline; learning goals for students; teaching approaches; and their analysis of student difficulties.
It is concluded that educational beliefs are linked to scholarly conceptions of the field and recapitulate major developments and scholarly differences in the discipline.
Promoting faculty learning about collaborative teaching. College Teaching [Online] 46 Kayrooz, C. Development from within academe: Eschewing imperialism, managerialism and missionary zeal?.
Abstract View in KAR In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient.
Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed.
A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers.
Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development.
Involving peers in the evaluation and improvement of teaching: A menu of strategies. Innovative Higher Education [Online] 20 Abstract View in KAR Various approaches to conducting peer coaching and peer review are described in this article.
Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching.
Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.
Faculty Perspectives on Peer Review. Hutchings, P. The teaching portfolio. The Department Chair 2 1 Edgerton, R. Capturing the scholarship in teaching.
From pedagogic innovation to publication: resituating your pedagogic research. Abstract View in KAR This essay explores the most common difficulties faced in translating classroom research on practical problems of teaching and learning into peer reviewed published outputs.
Using examples from my own research, I will show how to use pedagogical literature and theories of learning, teaching, motivation or curriculum to frame local problems and questions to appeal to a wider audience.
This essay is based on my invited talk at the University of Brighton's Enhancing Higher Education through Research conference on 2 February Lessons in programme leadership from two cases of designing new interdisciplinary master's programmes.
Abstract View in KAR Drawing on an adaptation of Quinlan's model of leadership for learning in higher education, we analyse two case studies of the process of designing postgraduate interdisciplinary taught programmes in a research-intensive university in the UK Gantogtokh, Quinlan , focusing on the leadership required for interdisciplinary curriculum design.
First, we focus on the organisational structures and processes these leaders put in place to support programme development. Second, we consider the personal characteristics of the leaders, focusing on how they built relationships with module leaders representing diverse disciplinary communities.
Finally, we identify examples of knowledge about learning, teaching and assessment these programme leaders used. We conclude with implications for programme leaders and educational leadership development.
Abstract View in KAR In this chapter we argue for the centrality of the unique languages, cultures and traditions of the academic disciplines to university teaching and learning and for the need to redefine the relationship between disciplinary and educational experts when enhancing education in research-intensive universities.
We propose a conceptual framework that privileges the discipline as a key factor in designing educational enhancement strategies, while acknowledging institutional and national contexts.
This framework guides an examination of three specific case studies from three different research-intensive universities University of Copenhagen UCPH , University o Leuven KU Leuven , University of Oxford , each with its own history of educational development and enhancement strategies for the past several decades.
We outline the method for writing and interrogating those cases. The cases highlight challenges associated with efforts to enhance teaching and learning in research-intensive universities and the role the disciplines can play in those efforts.
We conclude with recommendations for educational enhancement practice drawn from this analysis of multi-institutional cases.
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