Objectives: Lao Juan (LJ, 劳倦) is a syndrome described in Chinese medicine (CM) that manifests with : Lao Juan (LJ, 劳倦) is a syndrome described in Chinese medicine (CM) that manifests with fatigue, fever, spontaneous sweating, indigestion, work-induced pain, weakness of the limbs, and shortness of breath. fatigue, fever, spontaneous sweating, indigestion, work-induced pain, weakness of the limbs, and shortness of breath. The present study was conducted to examine the reliability and validity of a Lao Juan Questionnaire (LJQ). The present study was conducted to examine the reliability and validity of a Lao Juan Questionnaire (LJQ). Methods: A total of 151 outpatients and 73 normal subjects were asked to complete the LJQ. Seventy-three normal subjects A total of 151 outpatients and 73 normal subjects were asked to complete the LJQ. Seventy-three normal subjects were additionally asked to complete the Chalder Fatigue Scale (CFS). Twelve clinicians determined whether the were additionally asked to complete the Chalder Fatigue Scale (CFS). Twelve clinicians determined whether the 151 outpatients exhibited LJ or not. The internal consistency and construct validity for the LJQ were estimated using 151 outpatients exhibited LJ or not. The internal consistency and construct validity for the LJQ were estimated using data from the outpatient subjects. The CFS data were used to examine the concurrent validity of the LJQ. Total LJQ data from the outpatient subjects. The CFS data were used to examine the concurrent validity of the LJQ. Total LJQ scores and the clinicians' diagnoses of the outpatients were used to perform receiver operating characteristics (ROC) scores and the clinicians' diagnoses of the outpatients were used to perform receiver operating characteristics (ROC) curve analyses and to defi ne an optimum cut-off score for the LJQ. curve analyses and to defi ne an optimum cut-off score for the LJQ. Results: The 19-item LJQ had satisfactory internal : The 19-item LJQ had satisfactory internal consistency (α=0.828) and concurrent validity, with signifi cant correlations between the LJQ and the CFS subscales. consistency (α=0.828) and concurrent validity, with signifi cant correlations between the LJQ and the CFS subscales. In the test of construct validity using principal component analysis, a total of six factors were extracted, and the overall In the test of construct validity using principal component analysis, a total of six factors were extracted, and the overall variance explained by all factors was 59.5%. In ROC curve analyses, the sensitivity, specifi city, and area under the variance explained by all factors was 59.5%. In ROC curve analyses, the sensitivity, specifi city, and area under the curve were 76.0%, 59.2%, and 0.709, respectively. The optimum cut-off score was defi ned as six points. curve were 76.0%, 59.2%, and 0.709, respectively. The optimum cut-off score was defi ned as six points. Conclusions: Our results suggest that the LJQ is a reliable and valid instrument for evaluating LJ. Our results suggest that the LJQ is a reliable and valid instrument for evaluating LJ. KEYWORDS Chinese medicine, chronic fatigue syndrome, Chinese medicine-pattern Chinese medicine, chronic fatigue syndrome, Chinese medicine-pattern

Development and Validation of A

Cultivating Communities of Practice: A Guide to Managing Knowledge

Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, ''How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?'' Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers' classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers' own beliefs and attitudes about the relevance of technology to students' learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers' attitudes and beliefs.

Teacher beliefs and technology integration practices: A critical relationship

When there are many people who don't need to expect something more than the benefits to take, we will suggest you to have willing to reach all benefits. Be sure and surely do to take this problem based learning an approach to medical education that gives the best reasons to read. When you really need to get the reason why, this problem based learning an approach to medical education book will probably make you feel curious.

Problem-Based Learning: An Approach to Medical Education

This study guide is a companion to the classic book by Richard DuFour and Robert Eaker: Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. It can be used by individuals, small groups, or an entire faculty to identify key points, raise questions for consideration, and suggest steps that might be taken to promote the Professional Learning Community (PLC) concept in a school or district. This guide is arranged by chapter, enabling readers to either work their way through the entire book or to focus on the specific topics addressed in a particular chapter.

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Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

This study explores the possibility that in schools where an informational and social support network is available and where a sufficient technological infrastructure is in place, computer use may be a powerful catalyst leading to more constructivist practices on the part of teachers. Survey research at 153 schools of the National School Network provides evidence that under these favorable circumstances, teachers’ sustained use of computers and exploration of Internet resources is related to their increased use of constructivist teaching practices and may even change teachers’ pedagogical beliefs that underlie such practices. The relationship between computer use and pedagogical change is particularly strong among secondary teachers in social studies, science, and noncore subjects. This article discusses three alternative theories to account for the observed correlations.

The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions

Project Based Learning Handbook: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers

This report, the third in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," focuses on how teachers have incorporated computers into their instructional practices. The study is comprised of completed questionnaire responses from teachers, principals, and school technology coordinators from 1,616 schools. Part 1 discusses teacher-directed student use of computers, including basic descriptive statistics, access to classroom computers, and computer platforms used by students. The extent and variety of software used and teachers' objectives for use are addressed in part 2, including types of software used, software that teachers judge as most valuable for students, patterns of software use, objectives for computer use, and student computer use for school work on their own time. Part 3 considers teacher computer expertise and professional use, including teacher professional use of software, and teacher self-reported expertise with computers. It was found that teachers who are the most technically knowledgeable about computers are the ones most likely to have students use computers in varied and complicated ways. At any level, the cluster of teachers strong in most aspects of computer use is small (5% of elementary school teachers, 4% of middle school teachers, and 13% of high school teachers). Although small in numbers, these teachers constitute the standard for instructional computer use, and their numbers are likely to increase in the near future. Data are presented in 24 tables throughout the report. Supplementary tables and a summary of study methodology are appended. (MES) Reproductions supplied by EDRS are the best that can be made from the original document. Teacher and Teacher-Directed Student Use of Computers and Software Henry J. Becker Jason L. Ravitz YanTien Wong Teaching, Learning, and Computing: 1998 National Survey

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Teacher and Teacher-Directed Student Use of Computers and Software. Teaching, Learning, and Computing: 1998 National Survey. Report #3.

This report, the forth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," examines teachers' survey responses that describe the frequency with which their teaching practice involves those five types of activities and the frequency with which their practice involves more traditional transmission and skill-development activities instead. Behind all teaching practices and beliefs about teaching are two overarching approaches to teaching that represent different and somewhat incompatible models of good pedagogy: traditional transmission instruction and constructivist-compatible instruction. A constructivist learning environment tends to involve these five types of activities: projects, group work, problem-solving tasks, reflective thought through writing, and a variety of other tasks that engage students in meaningful thinking. In addition, the report examines specific teacher beliefs reflecting a teaching philosophy consistent with the use of those activities, and beliefs reflecting a teaching philosophy that runs counter to these teaching practices. Data are presented in 43 tables throughout the report. Supplementary tables and a summary of study methodology are appended. Contains 23 references. (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. Constructivist-Compatible Beliefe.end Practices among U.S. Teachers Jason L. Ravitz. Henry,Jay Becker. YanTien Wong,

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Jason Ravitz

Papers

The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions

Project Based Learning Handbook: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers

Teacher and Teacher-Directed Student Use of Computers and Software. Teaching, Learning, and Computing: 1998 National Survey. Report #3.

Constructivist-Compatible Beliefs and Practices among U.S. Teachers. Teaching, Learning, and Computing: 1998 National Survey Report #4.

Computer Use by Teachers: Are Cuban's Predictions Correct?