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This paper examines how teachers responded when some organizational constraints on their work were loosened and why they responded as they did. It first reviews the sociological literature on teacher work to identify the main determinants studied. It then presents results of an ethnographic study of teachers in an urban school. The literature tends to portray teacher work as overly determined and may remove more responsibility from teachers for determining their own work than is warranted. 相似文献
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Objective:
The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.Methods:
The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).Results:
Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.Conclusions:
As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.Highlights
- Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
- EBM tools'' evidence summaries are not updated as often as products claim.
- Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.
Implications
- To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
- Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.
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Carl Anders Säfström 《Asia-Pacific Journal of Teacher Education》2014,42(4):337-346
In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in “good” order and who cannot. 相似文献
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Carl Hering 《Journal of The Franklin Institute》1918,186(2):233-241