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2017 - 4S Annual Meeting Words: 218 words || 
Info
1. Knopes, Julia. "Knowing, Not Knowing, and Knowing In-Between: Responding to Epistemological Rifts at an American Medical School" Paper presented at the annual meeting of the 4S Annual Meeting, Sheraton Boston Hotel, Boston MA, Aug 30, 2017 <Not Available>. 2018-08-18 <http://citation.allacademic.com/meta/p1259576_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: As landmark research in the social sciences has revealed, medical students must frequently contend with uncertainty as they develop new skills and knowledge as future physicians. Drawing on 12 months of ethnographic research in a Midwestern US allopathic medical school, this paper aims to nuance the concept of “uncertainty.” It demonstrates that the boundary between ‘knowing’ and ‘not knowing’ is fluid when medical students learn to integrate multiple forms of knowledge to understand complex biomedical concepts. Throughout the study reported on here, when medical students lacked one type of information about a topic, they frequently drew upon other forms of knowledge to “fill in the gap,” thereby reconciling what they felt certain of with their initial uncertainty. This paper will present key examples from anthropological observations and interviews to illustrate the impact of students’ micro-level encounters with uncertainty on the broader epistemology of clinical learning and practice. It will suggest that physicians-in-training do not simply acclimate to ‘not knowing,’ but that early encounters with uncertainty may prompt medical students to creatively synthesize information and develop active responses to uncertain situations. The paper will engage with science and technology studies, and the theme of Sensibilities, by highlighting how biomedical practitioners learn to effectively “grasp” new scientific knowledge and to “respond” when they seem to lack key skills or information.

2011 - UCEA Annual Convention Words: 273 words || 
Info
2. Lee, Pei-Ling. "Recent High School Immigrants’ Program Placement and Their Academic Performance in Texas Schools: What Do We Know and What Do We Need to Know?" Paper presented at the annual meeting of the UCEA Annual Convention, Westin Pittsburgh, Pittsburgh, PA, <Not Available>. 2018-08-18 <http://citation.allacademic.com/meta/p523213_index.html>
Publication Type: Symposium Paper
Abstract: The paper explores the relationship between program placement policies regarding the education of recently immigrated students and selected outcomes for these newcomers in urban high schools located in central Texas under the implementation of NCLB. More than one in five children in the United States has at least one immigrant parent. The number of children of immigrants has doubled after the last two decades (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005; Hernandez, 2004). Secondary schools have experienced greater increases in immigrant youth populations than elementary or preschools. During the 1990s the number of children of immigrants grew more rapidly in secondary than elementary schools (72% versus 39%) (Capps et al. 2005; Hernandez, Denton, & Macartney, 2007; Landale & Oropesa, 1995). High school recent immigrant students with low-levels of English proficiency are often placed in either English as a Second Language (ESL) program or a newcomer school (Boyson &
Short, 2003).

Recognizing the struggles and challenges that foreign-born high school-age students who can speak little or no English face, this research explores the learning opportunities and educational achievement of high school newly arrived immigrant students enrolled in two different programs: newcomer schools and ESL programs. It also investigates how newcomers’ identification and promotion, which are based upon English language proficiency testing, affect recent immigrant students’ program placement and educational achievement. This study fills a glaring gap in newcomer program research, creates a model that can be replicated by researchers studying future research, and seeks to contribute to efforts of school administrators, policymakers and researchers as they work to develop better newcomer programs, make their preexisting programs more effective, and/or examine the outcomes of newcomer programs.

2016 - ASEH Annual Conference Words: 6 words || 
Info
3. Price, Jenny. "Pontificating Who Knows Where on Who Knows What" Paper presented at the annual meeting of the ASEH Annual Conference, Westin Seattle, Seattle, WA, Mar 31, 2016 <Not Available>. 2018-08-18 <http://citation.allacademic.com/meta/p1099688_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: part of session "That's Not Funny!"

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