Reference Librarians at the Reference Desk in a Learning Commons: A Mixed Methods Evaluation     

Elizabeth B. Fitzpatrick  Anne C. Moore  Beth W. Lang 《The Journal of Academic Librarianship》2008,34(3):231-238

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What every medical librarian should know about MEDLINEplus     

Fitzpatrick RB  Hendler G 《Medical reference services quarterly》1999,18(4):11-17

Developed in response to a growing need for consumer health information and to extend awareness of quality health information resources available on the Internet, MEDLINEplus was introduced by the National Library of Medicine (NLM) in October 1998. This article gives a brief history and overview of MEDLINEplus and describes the content of this full-text consumer health information resource.  相似文献   

The Community of Science, Inc     

Fitzpatrick RB 《Medical reference services quarterly》1999,18(3):57-63

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Disrupting racialization: considering critical leadership in the field of physical education     

Katie Fitzpatrick  Lorri J. Santamaría 《Physical Education & Sport Pedagogy》2015,20(5):532-546

Background: The field of physical education (PE), overlapping as it does with the field of sport, has been critiqued for marginalizing those positioned as ‘different’. This difference is typically conceptualized in regard to a white, masculine, heterosexual, and able-bodied norm. Students who do not identify as white are not represented in any significant way in physical education discourses, culture, or the demographics of PE teachers in many international contexts.

Purpose: This article explores links between the literature in critical leadership and physical education. Drawing on the theoretical foundations of transformational leadership, critical pedagogy, and critical race theory, we draw links between the field of PE and applied critical leadership.

Design and analyses: Drawing on the theoretical tools of Bourdieu, we argue that physical education can be conceptualized as a field of practice. As such, the field values contain certain practices and norms. We argue that disrupting these norms relies on leadership in the field and may require insights from other fields, in this case applied critical leadership.

Conclusion: We conclude that leaders (both teachers and teacher educators) in the field of PE have a responsibility to take up practices which work against racialization and challenge current norms. This is both a theoretical and pedagogical challenge but can begin in classrooms.  相似文献   

An evaluative case study of the dilemmas experienced in designing a self‐assessment strategy for Community Nursing students     

Jane Fitzpatrick 《Assessment & Evaluation in Higher Education》2006,31(1):37-53

The Dearing Report’s (1997 Dearing, R. 1997. Higher education in the learning society: report of the National Committee of Inquiry into Higher Education, London: Her Majesty’s Stationery Office. (Chair) [Google Scholar]) radical proposals challenged lecturers in higher education to develop innovative assessment strategies. This paper explores the dilemmas experienced by one teaching team in designing and implementing a student self‐assessment strategy within a community nursing degree programme. The paper reviews the impact on students’ sense of autonomy and critical thinking skills. In addition, it considers, in depth, the risks associated with developing and implementing a strategy involving self‐assessment. Drawing on a range of sources it examines the drivers for the initiative, the response from the range of stakeholders involved and the impact on the student experience. The academic team found that developing such a creative initiative is time consuming, provokes anxiety and requires extensive negotiation and collaboration between academic and practice colleagues. However, the adoption of a self‐assessment initiative has a significant effect on students’ critical thinking skills and warrants the effort.  相似文献   

Student voice as risky praxis: democratising physical education teacher education     

Eimear Enright  Leanne Coll  Deirdre Ní Chróinín  Mary Fitzpatrick 《Physical Education & Sport Pedagogy》2017,22(5):459-472

Background: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making. The need for more equitable, dialogic and democratic engagement by students is particularly relevant in the context of teacher education. It has been argued that pre-service teachers should experience democratic practices during their teacher education experiences in order to have the confidence, knowledge and skills to support democratic opportunities in schools.

Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project.

Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course.

Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation.

Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. “The Constant Comparative Method of Qualitative Analysis.” Social Problems 12 (4): 436–445] and then shared their processes and subsequent codes. Our analysis engages Greene’s [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative.

Findings: Three key dialectics were constructed from the data: student–teacher, critical reflection–learning and responsibility–accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project.

Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE.  相似文献