Libraries without walls still need windows     

Booth A  Walton G  Fraser V  Urquhart C  van Loo J 《Health information and libraries journal》2002,19(3):181-184

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Youth worker perception of the term ‘professional’ a Victorian study     

Veronica Goodwin 《The Australian Educational Researcher》1991,18(2):43-63

This article is an exploration of the Youth Workers’ Association of Victoria (1967–1982), and highlights the tensions among youth workers and the difficulties they experienced as they attempted to move their occupation towards a profession and to establish themselves as professionals in society. In studying the Youth Workers#x2019; Association through the focus of professionalism, the article critically examines the approach to education, qualifications, membership, ethics, industrial awards, response to government and relationship with young people. After tracing the demise of the Association, the article raises doubts about the future of youth work as a unified field of endeavour given the fragmentation and diversification that is evident in Victoria today.  相似文献   

Sociolinguistics: The implications of a sociological approach in examining the counseling relationshipSociolinguistique: Les insinuation d'une approche sociologique en examinant le rapport de conseil     

Allen E Ivey  Suzanne Jessop McGowan 《Int J Intercult Relat》1981,5(1):23-33

This article discusses basic concepts of sociolinguistics and considers their relationship to the counseling process. Essentially, it suggests that interviewing be examined in the light of (1) language as a cultural phenomenon and (2) the interactions between individuals and society. When reconceptualized in this way, counseling can benefit from the systematic knowledge of a related field and counselors will be helped to communicate more competently.  相似文献   

Pedagogical Content Knowledge of Inquiry： An Instrument to Assess It and Its Application to High School In-Service Science Teachers     

Juana Silvia  Espinosa-Bueno Diana  Veronica  Labastida-Pina Kira  Padilla-Martinez Andoni  Garritz 《美中教育评论》2011,(5):599-614

It is argued that the lack of consensus on what constitutes an inquiry-based approach makes the generalization about it difficult, because the concept is relatively unspecific and vague. This problem can partially be solved by constructing a set of activities promoted by inquiry, thus defining the inquiry objectives for classroom and laboratory teaching. Five high school and college Mexican teachers＇ PICK （pedagogical inquiry/content knowledge） was documented and assessed by means of Loughran, Mulhall and Berry＇s （2004） l-CoRe （inquiry content representation） developed by the authors through a proposal of a set of seven inquiry activities. They were also interviewed to construct the professional and pedagogical experience repertoires, a second tool by Loughran et al. （2004） to document PICK. It was observed that all teachers interviewed have used inquiry to modify their students＇ way of thinking, mainly through question posing. Some of them employed research as their main tool to promote scientific inquiry but others mentioned the lack of time to do it. It is interesting to notice that in spite of the fact that inquiry is out of the curriculum in M6xico, the teachers make use of it to improve their teaching practice. According to their answers, their actions in the classroom or the lab were classified within the three general approaches expressed by Lederman （2004）： implicit, historical and explicit. It is concluded that a given teacher cannot be classified exclusively in one of them, because in his/her activities one general approach overlaps the others. The authors conclude that Lederman＇s classification has to be taken into account as an orientation to characterize a given activity of one teacher, even though the same teacher may use another activity characterized by other general approach. That is, Lederman＇s classification applies to characterize activities, not persons  相似文献   

Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school     

Laura Scholes  Elizabeth Wallace  Sue Walker  Jo Lunn Brownlee  Veronica Lawson 《British Educational Research Journal》2022,48(2):272-291

Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that this relationship is likely to be important in reasoning about moral values for inclusion in culturally diverse schools. However, we know little about how children in diverse educational settings reason about and enact school values for inclusion. Our study addresses this gap by examining primary school children’s epistemic reasoning about the social inclusion of peers with a focus on justifications for inclusion/exclusion of aggressive peers. Twenty-six children (10–11 years old) from one culturally diverse school community in Australia were asked to illustrate (drawings) and reflect on (15–20 minute interviews) a conflict situation involving exclusion from play. The findings showed that most children reasoned about including/excluding others based on a ‘one right answer’ pattern which reflected an explicit focus on following the school rules. Fewer children moved ‘beyond right answers’ to show transition towards perceiving multiple perspectives in their reasoning about inclusion/exclusion. Implications for values education are discussed.  相似文献   

Evolution of the anatomical theatre in Padova          下载免费PDF全文

Veronica Macchi  Andrea Porzionato  Carla Stecco  Raffaele De Caro 《Anatomical sciences education》2014,7(6):487-493

The anatomical theatre played a pivotal role in the evolution of medical education, allowing students to directly observe and participate in the process of dissection. Due to the increase of training programs in clinical anatomy, the Institute of Human Anatomy at the University of Padova has renovated its dissecting room. The main guidelines in planning a new anatomical theatre included: (1), the placement of the teacher and students on the same level in a horizontal anatomical theatre where it is possible to see (theatre) and to perform (dissecting room); (2), in the past, dissection activities were concentrated at the center of the theatre, while in the new anatomical theatre, such activities have been moved to the periphery through projection on surrounding screens—thus, students occupy the center of the theatre between the demonstration table, where the dissection can be seen in real time, and the wall screens, where particular aspects are magnified; (3), three groups of tables are placed with one in front with two lateral flanking tables in regards to the demonstration table, in a semicircular arrangement, and not attached to the floor, which makes the room multifunctional for surgical education, medical students and physician's continued professional development courses; (4), a learning station to introduce the students to the subject of the laboratory; (5), cooperation between anatomists and architects in order to combine the practical needs of a dissection laboratory with new technologies; (6), involvement of the students, representing the clients' needs; and (7), creation of a dissecting room of wide measurements with large windows, since a well‐illuminated space could reduce the potentially negative psychological impact of the dissection laboratory on student morale. Anat Sci Educ 7: 487–493. © 2014 American Association of Anatomists.  相似文献   

“I am” versus “we are”: Effects of distinctive variants of self-talk on efficacy beliefs and motor performance     

Veronica Son  Ben Jackson  J. Robert Grove  Deborah L. Feltz 《Journal of sports sciences》2013,31(13):1417-1424

Abstract

Before completing a team-based dart-throwing activity, 80 undergraduates were randomly assigned to one of three pre-performance self-talk conditions: (a) self-talk statements that focused upon one's personal capabilities, (b) self-talk statements emphasizing the group's capabilities, or (c) a control condition where neutral statements were implemented. Participants in all conditions subsequently rated their confidence in their own (i.e. self-efficacy) as well as their team's (i.e. collective efficacy) capabilities, before carrying out the task. Overall, self-efficacy, collective efficacy, and performance indicators were all greatest for individuals who practised self-talk focusing on the group's capabilities, as opposed to individual-focused and neutral conditions. Findings are considered with respect to their novel theoretical contribution to the social cognition literature and their implications for fostering efficacy perceptions and team performance.  相似文献   

Demonstrating the financial impact of clinical libraries: a systematic review          下载免费PDF全文

Anne Madden  Pamela Collins  Sondhaya McGowan  Paul Stevenson  David Castelli  Loree Hyde  Kristen DeSanto  Nancy O'Brien  Michelle Purdon  Diana Delgado 《Health information and libraries journal》2016,33(3):172-189

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Tomorrow's academic health sciences library today     

McGowan JJ 《Journal of the Medical Library Association : JMLA》2012,100(1):43-46

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Unmarked Privilege and Marked Oppression: Analyzing Predominantly White and Minority Serving Institutions as Racialized Organizations     

Jones  Veronica A.  Kunkle  Kelsey 《Innovative Higher Education》2022,47(5):755-774

Innovative Higher Education - The categorization of predominantly white institutions (PWIs) and minority serving institutions (MSIs) affects the distribution of resources, privileges, and...  相似文献