Adult suicide versus coping with nonverbal learning disorder     

B Kowalchuk  J D King 《Journal of learning disabilities》1989,22(3):177-179

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The promise of post‐publication peer review: how do we get there from here?          下载免费PDF全文

Margaret WINKER 《Learned Publishing》2015,28(2):143-145

• Post‐publication peer review (PPPR) has not achieved its promise and potential.
• Few articles receive PPPR – even those in high‐profile journals.
• PPPR is difficult to find and needs to be linked to the original article.
• Academics require recognition if they are to contribute their time to PPPR.
• Improving PPPR would improve the scholarly corpus.

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Metropolis revisited: the evolving role of librarians in informatics education for the health professions     

Samuel B. King  Mariana Lapidus 《Journal of the Medical Library Association》2015,103(1):14-18

Objective:

The authors'' goal was to assess changes in the role of librarians in informatics education from 2004 to 2013. This is a follow-up to “Metropolis Redux: The Unique Importance of Library Skills in Informatics,” a 2004 survey of informatics programs.

Methods:

An electronic survey was conducted in January 2013 and sent to librarians via the MEDLIB-L email discussion list, the library section of the American Association of Colleges of Pharmacy, the Medical Informatics Section of the Medical Library Association, the Information Technology Interest Group of the Association of College and Research Libraries/New England Region, and various library directors across the country.

Results:

Librarians from fifty-five institutions responded to the survey. Of these respondents, thirty-four included librarians in nonlibrary aspects of informatics training. Fifteen institutions have librarians participating in leadership positions in their informatics programs. Compared to the earlier survey, the role of librarians has evolved.

Conclusions:

Librarians possess skills that enable them to participate in informatics programs beyond a narrow library focus. Librarians currently perform significant leadership roles in informatics education. There are opportunities for librarian interdisciplinary collaboration in informatics programs.

Implications:

Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself.  相似文献   

Pivoting: leveraging opportunities in a turbulent health care environment     

Margaret Moylan Bandy 《Journal of the Medical Library Association》2015,103(1):3-13

Purpose:

The purpose of this lecture is to challenge librarians in clinical settings to leverage the opportunities presented by the current health care environment and to develop collaborative relationships with health care practitioners to provide relevant services.

Discussion:

Health care organizations are under financial and regulatory pressures, and many hospital librarians have been downsized or have had their positions eliminated. The lecture briefly reviews hospital librarians'' roles in the past but focuses primarily on our current challenges. This environment requires librarians to be opportunity focused and pivot to a new vision that directs their actions. Many librarians are already doing this, and colleagues are encouraging us to embrace these opportunities. Evidence from publications, websites, discussion lists, personal communications, and the author''s experience is explored.

Conclusion:

Developing interdisciplinary and collaborative relationships in our institutions and providing relevant services will mark our progress as vital, contributing members of our health care organizations.  相似文献   

“An Indelible Mark”: Gay Purges in Higher Education in the 1940s          下载免费PDF全文

Margaret A. Nash  Jennifer A. R. Silverman 《History of education quarterly》2015,55(4):441-459

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Exploring factors that influence adoption of e‐learning within higher education          下载免费PDF全文

Emma King  Russell Boyatt 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1272-1280

E‐learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e‐learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty‐based focus groups and individual interviews. Factors identified as influential to adoption of e‐learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation.  相似文献   

Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum     

Ashley Lewis Presser  Margaret Clements  Herbert Ginsburg  Barbrina Ertle 《Early education and development》2015,26(3):399-426

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.  相似文献   

Beyond you and me: stories for collective action and learning? Perspectives from an action research project     

Margaret Gearty 《Action Learning: Research and Practice》2015,12(2):146-165

This paper explores the combination of storytelling and reflective action research as a means to effect change and learning within and across communities and organizations. Taking the complex challenge of ‘pro-environmental behaviour change’ as an example, the paper reflects on the experiences of a pilot project run for the UK government that took place over two years with five community groups in rural England. The research question centred on how the stories of ‘older’ (aged 50+) community advocates might be amplified and inspire wider change via a systemic action research approach. This paper describes the project and shares insights into how behaviour change might occur in this action-based learning context challenging more Newtonian conceptualizations of change. Some of the methodological and practice challenges and conundrums that arose are discussed including authenticity, ownership and ethical issues of voice and ownership. Parallels and distinctions between story-based action research and action learning are identified and the role of narrative in inducing action is considered. The paper concludes by reflecting on future directions and the overall potential there is for ‘narrative action learning’ to address those wicked systemic problems that transcend organizational boundaries and that are faced by real people in our communities and society as a whole.  相似文献   

HOW SCIENCE,TECHNOLOGY, ENGINEERING,AND MATHEMATICS (STEM) PROJECT-BASED LEARNING (PBL) AFFECTS HIGH,MIDDLE, AND LOW ACHIEVERS DIFFERENTLY: THE IMPACT OF STUDENT FACTORS ON ACHIEVEMENT     

Sunyoung Han  Robert Capraro  Mary Margaret Capraro 《International Journal of Science and Mathematics Education》2015,13(5):1089-1113

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Do more hours in center-based care cause more externalizing problems? A cross-national replication study     

Catalina Rey-Guerra  Henrik D. Zachrisson  Eric Dearing  Daniel Berry  Susanne Kuger  Margaret R. Burchinal  Ane Nærde  Thomas van Huizen  Sylvana M. Côté 《Child development》2023,94(2):458-477

Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993–2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems.  相似文献