Delivering information skills training at a health professionals continuing professional development conference: an evaluation          下载免费PDF全文

Aoife Lawton  Padraig Manning  Fiona Lawler 《Health information and libraries journal》2017,34(1):95-101

In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post‐workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S.  相似文献   

Introduction: Women,Sport and History in Australia and New Zealand     

Fiona McLachlan  Jennifer Curtin 《国际体育史杂志》2016,33(17):2069-2070

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‘The right book to the right child at the right time’: Primary Teacher Knowledge of Children's Literature     

Fiona M. Collins 《Changing English: An International Journal of English Teaching》2008,15(4):415-422

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Raymond Chandler: The Detections of Totality     

Fiona Allen 《Parallax》2017,23(2):240-243

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2013,40(4):152-153

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Adolescent racial prejudice development: The role of friendship quality and interracial contact     

Fiona A. White  Bethany Wootton  Joyce Man  Hernan Diaz  Jana Rasiah  Emily Swift  Amanda Wilkinson 《Int J Intercult Relat》2009,33(6):524-534

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.  相似文献   

Preface     

Fiona Leach  Rosemary Preston 《Compare》2000,30(3)

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2014,41(1):2-5

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Transition of students with autistic spectrum disorders from primary to post‐primary school: a framework for success          下载免费PDF全文

Evelyn Deacy  Fiona Jennings  Ailbhe O'Halloran 《Support for Learning》2015,30(4):292-304

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post‐primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and post‐primary schools. Findings included strong oral communication between schools, transition programmes in many post‐primary schools, a variety of generic and ASD specific strategies in both primary and post‐primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community.  相似文献   

Editorial     

Richard Byers  Graham Hallett  Fiona Hallett 《British Journal of Special Education》2011,38(1):2-3

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