Book Reviews     

Sandra Griffiths  Phil Race  Sally Brown  Phil Race  Jennifer Gretton  Joanna Gretton 《Assessment & Evaluation in Higher Education》1995,20(2):225-229

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Clinical librarianship in the UK: temporary trend or permanent profession? Part II: present challenges and future opportunities     

Harrison J  Sargeant SJ 《Health information and libraries journal》2004,21(4):220-226

BACKGROUND: This article is the second part of a two-part series reporting a study of the role of the Clinical Librarian (CL) in the UK. METHODS: A qualitative method of semi-structured interviews was used to explore in-depth the role of the CL. The interviews provided a rich source of data and give insight into this new and emerging role as practised in the National Health Service (NHS). Similarities and differences are examined between the CL population and reported within themes, specifically: personal qualities and skills required, training for the CLs, marketing the CL service, working in the clinical environment, monitoring and evaluation and the acceptance of the CL in the NHS. RESULTS: A common understanding of the skills and knowledge required to undertake the CL role was shared by the respondents. However, practice differed as this was often dictated by local circumstances. The study confirmed the need for the CLs to work with clinical colleagues in the clinical setting to enhance patient care. CONCLUSION: The importance of using best evidence to support patient care is a message that is slowly becoming the norm in the NHS and the CL role in this practice is demonstrated by this study.  相似文献   

The NHS National Core Content Project     

Hernando S  Gibbens S 《Health information and libraries journal》2003,20(3):129-133

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English and Mathematics Teachers' Attitudes to Integration     

Sally Taverner  Frank Hardman  & David Skidmore 《British Journal of Special Education》1997,24(1):39-43

An attitude questionnaire completed by 102 teachers of English and mathematics on the integration of students with special education needs in the mainstream classroom indicated no significant differences in attitude between the two groups. Differences, however, were discernible when teacher training in special educational needs was considered; a situation which has implications for further study and for the inservice and initial training of teachers.  相似文献   

Science activities for young children     

Jean Shaw  Sally Blake  Mary Jo Cliatt 《Early Childhood Education Journal》1992,20(1):15-17

Science for young children, and older ones as well, should be a blend of development of science content, science processes, and positive attitudes toward science. When educators stress development and learning in these three interrelated and complementary areas, children learn how to explore science as they develop skill in using science processes such as observing, communicating, predicting, and inferring.Jean Shaw is Associate Professor of Elementary Education at the University of Mississippi. Sally Blake teaches at Kentucky Wesleyan College. The late Mary Jo Cliatt taught at the University of Mississippi.  相似文献   

Patient information collections in general practice     

Lois Collings  Sally Knight 《Health information and libraries journal》1990,7(3):166-168

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The Samuel T. Orton Award for 1977 Presented by the Orton Society to Aylett R. Cox     

Sally B. Childs 《Annals of dyslexia》1978,28(1):1-7

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Not by the hair of your chinny chin‐chin,I'm not so sure that we're letting you in     

Sally E. Morrison 《Journal of Early Childhood Teacher Education》2013,34(3):161-171

Abstract

It's no good telling people what you want if what you want is for them to know without your telling them.(Tannen, 1986, p.57)

Deborah Tannen cites conversations between men and women to explore how metamessages (rapport, directness/indirectness, connectedness/avoidance) in communication impact our relationships for the better and often for worse. In many ways, this dance of communication plays out in the female mentorship of males in early childhood preservice experiences. The metamessages of females impact their effectiveness in mentorship and impacts how males look upon their career choice and their own sense of efficacy to carry out their roles as early childhood educators.

Gender bias subtly weaves its ways into the fabric of professional ethos of educational practice. The female ethos in early childhood education often acts as a finely woven screen that makes it difficult for men to open the door to try out,let alone enter the profession. The invisible questioning screens of Do males care, notice detail, do they clearly see children's needs, do they understand the female way?need to be explored so that supportive mentorship can be consciously extended to male preservice educators. This article tells the stories of two male preservice educators and their struggles to open the door of the female ethos in their clinical experiences. Their stories point to the idea that we still have a long way to go to support males in their initial journey to become early childhood educators. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

SPECIAL EDUCATION, 1976     

Sally M. Rogow 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):460-468

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Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development     

Jacqueline Hulslander  Richard K. Olson  Erik G. Willcutt  Sally J. Wadsworth 《Scientific Studies of Reading》2013,17(2):111-136

Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children.  相似文献