Evaluation of MEDLINE service by user survey     

S E McCarthy  S S Maccabee  C C Freng 《Bulletin of the Medical Library Association》1974,62(4):367-373

The use of MEDLINE at the Calder Memorial Library of the University of Miami School of Medicine has grown so substantially over the past one and one-half years that we felt an evaluation of the service was appropriate. A one-page questionnaire was sent to 350 patrons who had requested MEDLINE searches in 1973. The response validated many of our assumptions about the user group and their reasons for using MEDLINE. Most surprising were the degree of enthusiasm, the willingness to pay out of personal funds, the apparent lack of knowledge about SDILINE, and the small number of critical comments. We expect that the experience gained from this assessment will enable us to make improvements in some aspects of our service, as well as to undertake more subject-specific evaluations at shorter intervals in the future.  相似文献   

VIOLENCE IN THEORY AND PRACTICE: POPULAR CULTURE, SCHOOLING, AND THE BOUNDARIES OF PEDAGOGY     

Greg Dimitriadis  Cameron McCarthy 《Educational theory》1999,49(1):125-138

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Getting to the Heart of Science     

Kevin McCarthy 《Pastoral Care in Education》1997,15(1):15-21

Kevin McCarthy sees a slight irony in the idea of inspecting the spiritual dimension of education. Nevertheless, he argues strongly that schools' response to this should be creative. The resulting policy must be a whole-school one that involves both horizontal and vertical curriculum development. In the second part of his paper he describes how, in his own school, a programme is being developed which goes beyond the mechanistic approach to science typically found in examination syllabi. Starting from the students' own perceptions, this programme considers the big issue which underlies science: that of 'the spiritual dimension'.  相似文献   

Imperial Fictions: school music and the production of adolescent identity in the postcolony     

Cameron McCarthy 《Discourse: Studies in the Cultural Politics of Education》1995,16(3):331-345

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From ‘The Bluest Eye’ to ‘Jazz’: a retrospective of Toni Morrison's literary sounds     

Robin Small‐McCarthy 《Discourse: Studies in the Cultural Politics of Education》1995,16(3):377-389

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Postcolonial Literature and the Curricular Imagination: Wilson Harris and the pedagogical implications of the carnivalesque     

Cameron McCarthy  & Greg Dimitriadis 《Educational Philosophy and Theory》2004,36(2):201-213

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Looking Beyond the Archive: Utilizing Encoded Archival Context in a Broader Societal Context     

Gavan McCarthy  Michael Jones 《Journal Of Archival Organization》2015,12(1-2):143-164

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Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition     

Kathleen M. McCarthy  Merle Mahon  Stuart Rosen  Bronwen G. Evans 《Child development》2014,85(5):1965-1980

The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their family language (L1), before becoming gradually immersed in the host country's language (L2). This is typically referred to as sequential bilingualism. Using a longitudinal design, this study explored the perception and production of the English voicing contrast in 55 children (40 Sylheti‐English sequential bilinguals and 15 English monolinguals). Children were tested twice: when they were in nursery (52‐month‐olds) and 1 year later. Sequential bilinguals' perception and production of English plosives were initially driven by their experience with their L1, but after starting school, changed to match that of their monolingual peers.  相似文献   

Critically Teaching Criticality?: Modeling Social and Pedagogical Inquiry with Literary Texts     

Mark D. McCarthy 《Studying Teacher Education》2018,14(2):174-193

Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers’ beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children’s literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students’ responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators’ self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students.  相似文献   

An integrated approach to pupil personnel services     

Norman L. Breyer  Bernard Lapp  David Calchera  John F. McCarthy 《Psychology in the schools》1974,11(2):174-182

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