Tensions between academic research and teacher practice are nothing new, and they have been debated extensively in many countries, where teacher practice has been well established as an important focus of academic research. Much effort has been made by university-based researchers to break down the walls between universities and schools so that the former's research work can be more relevant to educators, and schools in return can gain new insights provided by research. University-based teacher education programmes have been criticised for being 'too theoretical', and partnership with schools has been touted as a way to address this shortcoming. The reciprocal relationship through school-university partnership is much celebrated by many in teacher education, and yet to make it happen and sustain it requires considerable institutional commitment and, more often, personal sacrifice. One of the difficulties faced by university-based academics is that the appraisal system at universities does not always recognise the enormous time and effort involved in working with schools, nor does it recognise the merits of knowledge co-produced with school teachers that does not conform to the conventional criteria of 'research quality'. This gets to the heart of the issues and concerns raised by the BERA statement on close to practice (CtP) educational research, as well as Wyse et al.'s (2020) review of action research scholarship in the UK.What is different, or perhaps rather unique, about the current UK situation is how the Research Excellence Framework (REF) has intensified the existing tensions within the field of educational research. As stated by Wyse et al. (2020), these tensions 'are perhaps a distinct shift engendered by stronger national and supranational control of research quality, through mechanisms like the REF, in line with other socio-political moves to control the work of professionals' (p. 22). Indeed, the UK's research monitoring system seems alarmingly invasive when seen from where we are situated (Kyoto, Japan) and perhaps from other places as well. REF imposes a particular epistemologically loaded set of criteria on what counts as 'quality research' across the broad range of academic disciplines, and government funding is attached to this assessment exercise. No doubt this can unfairly assess those research outputs generated by and for educational professionals. If REF is part of the 'supranational control of research quality' as claimed by Wyse et al. (2020, p. 22), then it might suggest what the research environment on our side of the globe might look like in the not so distant future. Indeed, 'quality assurance' both in teaching and research at higher education
The discriminative power of CURB-65 for mortality in community-acquired pneumonia (CAP) is suspected to decrease with age. However, a useful prognostic prediction model for older patients with CAP has not been established. This study aimed to develop and validate a new scoring system for predicting mortality in older patients with CAP. We recruited two prospective cohorts including patients aged ≥ 65 years and hospitalized with CAP. In the derivation (n = 872) and validation cohorts (n = 1,158), the average age was 82.0 and 80.6 years and the 30-day mortality rate was 7.6% (n = 66) and 7.4% (n = 86), respectively. A new scoring system was developed based on factors associated with 30-day mortality, identified by multivariate analysis in the derivation cohort. This scoring system named CHUBA comprised five variables: confusion, hypoxemia (SpO2 ≤ 90% or PaO2 ≤ 60 mmHg), blood urea nitrogen ≥ 30 mg/dL, bedridden state, and serum albumin level ≤ 3.0 g/dL. With regard to 30-day mortality, the area under the receiver operating characteristic curve for CURB-65 and CHUBA was 0.672 (95% confidence interval, 0.607–0.732) and 0.809 (95% confidence interval, 0.751–0.856; P < 0.001), respectively. The effectiveness of CHUBA was statistically confirmed in the external validation cohort. In conclusion, a simpler novel scoring system, CHUBA, was established for predicting mortality in older patients with CAP.
This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organisation and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" -a characteristic method of teacher learning in Japan which creates professional learning communities -and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education, are illustrated to show various examples of teaching practices.Curriculum, Instruction and Assessment in Japan explores:• Child-centred curriculum and discipline-centred curriculum • Theories based on models of academic achievement and competency • Various methods for organizing creative whole-class teaching • Performance-based assessment in subject teaching and in the period for integrated studyFirst published 2017 by Routledge
Background Detailed differences in clinical information between severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pneumonia (CP), which is the main phenotype of SARS-CoV-2 disease, and influenza pneumonia (IP) are still unclear. Methods A prospective, multicenter cohort study was conducted by including patients with CP hospitalized between January and June 2020 and a retrospective cohort of patients with IP hospitalized from 2009 to 2020. We compared the clinical presentations and studied the prognostic factors of CP and IP. Results Compared with the IP group (n=66), in the multivariate analysis, the CP group (n=362) had a lower percentage of patients with underlying asthma or chronic obstructive pulmonary disease (p<0.01), lower neutrophil-to-lymphocyte ratio (p<0.01), lower systolic blood pressure (p<0.01), higher diastolic blood pressure (p<0.01), lower aspartate aminotransferase levels (p<0.05), higher serum sodium levels (p<0.05), and more frequent multilobar infiltrates (p<0.05). The diagnostic scoring system based on these findings showed excellent differentiation between CP and IP (area under the receiver operating characteristic curve, 0.889). Moreover, the prognostic predictors were different between CP and IP. Conclusions Comprehensive differences between CP and IP were revealed, highlighting the need for early differentiation between these two pneumonias in clinical settings.
Issues Surrounding Examining the 2008Academic Achievement in Japan: Revisions of the National Courses ofStudy NISHIOKA, Kanae" 77)is paper will shed some light on the current state ofctiscussion ofacaciemic achievement in lapan and the issues associated with it. ft will summarize the controvensp, regarding the signipcance qf reading writing and arithmetic (13Rsi; the relationship between masteTy and inquiry; and the impoF tance assigned to clesire and attitude, while at the ・same time examining the image of academic achievement in the Mareh 2008 wform of the IVtitional Courses ofStucly (?Vres). 71vo camps have emerged Tegaiding the 3Rs; the.finst sees the 3Rs as simple tools, rvhile the second believes in establishing a conceptual undenslancfing ofthe 3Rs as afoundotion, 71ije 2008 Revision of the Nes was inj7uenced hy both camps; howeveny qtllectively fostering literacy will reguire an approach that emphasizes the idecns of the latten 711ie eontrovensp7 over the relationship between mastery and inquiT:y centens on the Periodfor integnated Stucly (IPFnv. T7ie 2008 Revision ofthe IVCS calts for the master:y and application ofknowlecige in subject classes, with inquip:y during the PFLSI lt calls for the development and use qfPeijbimance tasks in the curriculum, with a vieve to achieving this .ti"amework 71hene ane two conj7icting views of desire and attitude: one claims that these support cagnitive cievelopmen4 and the other claims that these develop along with cognitive develqpment. 711te 2008 Revision of' the NCS favons the former vieMl and threatens to pass on the nasponsibilityforufliilure in academic achievement to childhen and theirfom・ilies, ft is probably more appnyxzp,riate to view desire and attitude as long-term goals that are nurtured through the overall curriculum. in oTuier to pealize these visions, it will be meaninghl to learn the theoiy of' [inderstanding by Design, acb,ocated by Grant PI7ggins and .lay Mb7ighe. 1 Foreword In March 2008, a new National Course of Study (NCS) was released in Japan. Implementation ofthis NCS will begin in 2009 and will be eompleted in 201]. The 2008 NCS preserves the
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