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Among other possibilities are extending the data used to calculate QALYs (e.g., by using different survey instruments); "using well-being to value outcomes" (e.g., by developing a "well-being-adjusted life-year"; and by value outcomes in monetary terms. [37]
The review ultimately concludes that "Numerous studies have provided strong support for convergent and discriminant validity of both the QLQ-C30 and FACT-G" and provides an aid to "...clinical researchers in deciding which of the two questionnaires is the most appropriate for their purposes, driven by the outcomes that are of most interest."
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.