Defining child abuse: Jeanne M. Giovannoni and Rosina M. Becerra. The Free Press,New York, 1979. 302 pp. $15.95.     

Anne Harris Cohn 《Child abuse & neglect》1982,6(1):105-106

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Exploring the benefits of user education: a review of three case studies   总被引：1，自引：0，他引：1  

Murphy J  Adams A 《Health information and libraries journal》2005,22(Z1):45-58

This paper builds on Leslie Morton's vision of enabling users through education and training. It describes three different approaches to mediated training for medical students and clinicians provided by peers, juniors (i.e. medical students) and information specialists (i.e. clinical librarians) and considers the benefits to the participants. The training was provided either on a one-to-one basis or within teams in their work environments (e.g. offices, wards, team meetings). The first two projects (peer tutoring and reverse mentoring) suggest that contextualized training, using intermediaries, provides the direct benefit of cost-effective IT skill development and the indirect benefits deriving from the interactions between the trainers and the target groups. The third project, the outreach librarian study, provides evidence of both direct benefits (i.e. time saved, quality of service, skills acquired, financial savings and improved evidence-based medicine implementation) and indirect, long-term benefits relating to more social issues (e.g. perceptions of the library, clinical teams, job satisfaction and patient interactions). The general conclusion to emerge from this review of case studies is that the concept of educational benefits is very broad and that empirical studies need to look at both obvious and less obvious benefits.  相似文献   

Library Association Members' Day,Congress Centre,London, 7 October 1992.     

Anne Willis 《Health information and libraries journal》1993,10(1):39-40

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Education with production — learning from the third world     

David Knox  Stephen Castles 《International Journal of Educational Development》1982,2(1):1-14

Flexible, self-organised work groups will become increasingly important in rich countries like the U.S. as employment in the formal economic system continues to decline. Educational models and methods based on the linking of learning with productive work developed in Third World countries can give a valuable stimulus to educational innovation in those industrialized countries hardest hit by the current crisis.Education with production will be important in equipping people for the new situation. The article discusses examples of several types of education with production. Among issues raised are: what skills are needed; what sorts of people the different types of post-school education with production cater for; how to extend the benefits of self-organised work; some important factors in introducing education with production at school level, including demands on the teacher and relevance to pupils' needs. The role of the Foundation for Education with Production is briefly described.  相似文献   

Looking Back and Looking Forward     

Anne K. Swisher 《Cardiopulmonary Physical Therapy Journal》2012,23(4):4

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Cinders in Snow? Indigenous Teacher Identities in Formation     

Jo‐Anne Reid  Ninetta Santoro 《Asia-Pacific Journal of Teacher Education》2006,34(2):143-160

The identity work engaged in by Indigenous teachers1 1. We use the term ‘Indigenous’ here to include Aboriginal and Torres Strait Islander people working in Australian schools, although most of our informants to date are from Victoria, NSW and Queensland, who do not use the term ‘Indigenous’ when identifying themselves and their communities, preferring ‘Aboriginal’, ‘Koori’ or ‘Murri’.. View all notes in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’.  相似文献   

EGO‐TRAP: A Mobile Augmented Reality Tool for Science Learning in a Semi‐formal Setting     

Anne Kahr‐Hjland 《Curator: The Museum Journal》2010,53(4):501-509

Abstract EGO‐TRAP is a cellphone‐facilitated interactive narrative game created at the Experimentarium in Copenhagen. Designed to support scientific literacy among students from upper secondary schools, the project is part of a reform that has increased focus on educational methods and alternative learning resources in Denmark since 2005, and that explores the educational potential of museums and science centers outside formal school settings. EGO‐TRAP can be called a “digital narrative” or Augmented Reality (AR)—a digital extension of a physical setting.  相似文献   

Developing as a teacher in the fields of science and technology     

Maria Clavert  Tua Björklund  Anne Nevgi 《Teaching in Higher Education》2013,18(6):685-696

In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development.  相似文献   

Engaging the disciplines in internationalising the curriculum     

Valerie Anne Clifford 《International Journal for Academic Development》2013,18(2):133-143

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Visualisations as a means for exploring academics’ teacher identities     

Anne Nevgi  Erika Löfström 《International Journal for Academic Development》2013,18(3):174-185

Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role.  相似文献