Beyond Tomorrow?     

Garry R. Walz 《Counselor Education & Supervision》1967,6(3):149-150

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Access for all? A survey of health librarians in the north‐west of England on provision of information to patients     

King C  Hornby S 《Health information and libraries journal》2003,20(4):205-214

This study examined the role that health librarians could play in helping patients to find information. A questionnaire survey was sent out to 50 health librarians in the north-west of England. It examined the following: the type of library and users, access to information for patients, librarians' attitudes to provision of information to patients and their knowledge of other sources available to their users. Ninety-seven per cent of librarians said that they could recommend quality information sources to patients, but many suggested that there were practical problems in allowing patients to use health libraries due to lack of appropriate resources, facilities and funding. Advantages of health library involvement in patient information include having a local point of contact for patients and the ability of librarians to find, evaluate and organize good-quality resources. However, health library staff may not have enough time to answer enquiries from the public and may lack training in dealing with patients. Innovation, especially in developing on-line services, could offer a way to provide a service without overloading the physical requirements of a library. Librarians could also collaborate with other staff to improve patient information.  相似文献   

A descriptive study of Iranian university student normal personality     

Sherry Y. Brown  Garry L. Landreth 《International journal for the advancement of counseling》1983,6(3):237-248

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Enhancing action learning with student feedback     

Garry F. Hoban 《Action Learning: Research and Practice》2004,1(2):203-218

Action learning is based on three educational principles—reflection, community, and action—that interrelate and reinforce each other to support ongoing learning about experiences in the workplace. This study explains how an action learning program established for a small group of science teachers in a secondary high school lasted for two years. In this study feedback in the form of student interviews about teaching and learning were introduced to the teacher discussions to enhance the process of action learning. The student feedback gave the teachers an alternative perspective on their experiences and were a catalyst for reflection that helped the teachers to sustain their learning over a period of two years.  相似文献   

Teaching and report writing in primary science: Case studies of an intervention program     

Garry Hoban 《Research in Science Education》1992,22(1):194-203

Relatively little research has been conducted to monitor the role of writing in science lessons. This paper reports the findings of four case studies concerning the teaching and writing of science in isolated one-teacher schools. The teachers participated in an intervention program that aimed to facilitate the teaching of enquiry-based science. This program introduced an innovation consisting of instructional materials and a teaching approach. A multi-site case study design was used which involved regular lesson observations at the schools over a period of 12 months. Documents in the form of the students' written reports were used to supplement data regarding the teachers' use of the innovation. There was a variation in the extent and method of use of the innovation which was evident in the students' reports. Specializations: K-6 Science and technology curriculum and instruction, teacher perceptions.  相似文献   

A Survey of Teen Museum Education Participants and their Parents     

Jenny Hornby  Bryna Bobick 《Clearing house (Menasha, Wis.)》2016,89(4-5):153-158

ABSTRACT

In this article, we discuss a museum program for teens located in an urban environment. The participants were high school students from public, private, religious and home schools. The program allowed learning to occur in an informal setting and united teens from one city through a common interest in visual art. Also, it was an opportunity for the museum to build a teen audience and strengthen community involvement. As part of the program, the participants and their parents were surveyed to study what aspects of the program they found to be meaningful and relevant. The results underline the importance of developing and maintaining museum education for teens.  相似文献   

Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view     

Garry Squires  Peter Farrell  Kevin Woods  Sarah Lewis  Steve Rooney  Mike O’Connor 《Educational Psychology in Practice》2007,23(4):343-361

In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.  相似文献   

Researching students across spaces and places: capturing digital data ‘on the go’     

Garry Falloon 《International Journal of Research & Method in Education》2018,41(1):53-68

Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal.  相似文献   

Making Practice Problematic: Listening to student interviews as a catalyst for teacher reflection     

Garry Hoban 《Asia-Pacific Journal of Teacher Education》2000,28(2):133-147

This paper describes a two-year professional development programme in which three secondary science teachers listened to audio-tapes of interviews conducted with their own students describing their school experiences. The audio-tapes were compiled from interviews with 30 year 9 students who identified aspects of teaching and learning across different subjects in their secondary school. This study shows how listening to student data on the tapes provided teachers with a different perspective on classroom practice which confirmed or challenged their assumptions about student learning. The student data were a catalyst for the three teachers to reflect on their practice and to consider changes in their teaching.  相似文献   

From troglodytes to information managers: information management and technology needs to achieve the primary care NHS modernization agenda—the views of three GPs     

Irene Rooney  Susan Hornby 《Health information and libraries journal》2000,17(3):148-156

In response to the information management and technology changes proposed by the Government’s NHS modernization initiative this article examines the issues that GPs feel to be of major significance to their work. Although information and communications technology is widely used in general practice there is no one agreed standard system. The level of technology and the manner in which it is used is also diverse throughout the profession, as are the attitudes that exist amongst GPs regarding the value of information management and technology, and the benefits efficient information management offers to them and to their patients. The views of three local GPs from practices with varying levels of information technology were obtained through semi‐structured interviews and the findings developed in the light of current discussions in the published literature. The GPs chosen reflect the disparity within general practice and, perhaps, other units of the NHS in the use and understanding of information management. The main conclusions were that there is ambivalence and scepticism about what NHSnet currently has to offer; that local electronic records benefit patient care, but when networked more widely problems of confidentiality and security result. Practitioners were also mindful of the financial costs of changes and concerned, given the impact of PCGs and clinical governance, as to who will be responsible for ensuring a common level of electronic records, IT provision, and financial and technological support.  相似文献