New measures for new roles: defining and measuring the current practices of health sciences librarians     

Carol S. Scherrer  Susan Jacobson 《Journal of the Medical Library Association》2002,90(2):164-172

The roles of academic health sciences librarians are continually evolving as librarians initiate new programs and services in response to developments in computer technology and user demands. However, statistics currently collected by libraries do not accurately reflect or measure these new roles. It is essential for librarians to document, measure, and evaluate these new activities to continue to meet the needs of users and to ensure the viability of their professional role. To determine what new measures should be compiled, the authors examined current statistics, user demands, professional literature, and current activities of librarians as reported in abstracts of poster sessions at Medical Library Association annual meetings. Three new categories of services to be measured are proposed. The first, consultation, groups activities such as quality filtering and individual point-of-need instruction. The second, outreach, includes activities such as working as liaisons, participating in grand rounds or morning report, and providing continuing education. The third area, Web authoring, encompasses activities such as designing Web pages, creating online tutorials, and developing new products. Adding these three measures to those already being collected will provide a more accurate and complete depiction of the services offered by academic health sciences librarians.  相似文献   

The University Experiences of Students with Learning Disabilities     

Karla K. McGregor  Natalie Langenfeld  Sam Van Horne  Jacob Oleson  Matthew Anson  Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.  相似文献   

Locus of control measurements for gifted and nongifted children     

Robert G. Collier  Michae G. Jacobson  Steven A. Stahl 《Roeper Review》2013,35(3):196-200

  相似文献   

EDITORIALS     

David Jacobson 《Journal of Jewish Education》2013,79(2):79-83

  相似文献   

Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework     

Laine Bradshaw  Andrew Izsák  Jonathan Templin  Erik Jacobson 《Educational Measurement》2014,33(1):2-14

We report a multidimensional test that examines middle grades teachers’ understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers’ and students’ reasoning in this content area. We administered the test to a national sample of 990 in‐service middle grades teachers and analyzed the item responses using the log‐linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery.  相似文献   

Tuberculosis and the Creative Mind     

Arthur C. Jacobson 《Journal of the Medical Library Association》1907,5(4):225-249

  相似文献   

Fetal Substance Exposure and Cumulative Environmental Risk in an African American Cohort     

Chie Yumoto  Sandra W. Jacobson  Joseph L. Jacobson 《Child development》2008,79(6):1761-1776

Two models of vulnerability to socioenvironmental risk were examined in 337 African American children (M = 7.8 years) recruited to overrepresent prenatal alcohol or cocaine exposure: The cumulative risk model predicted synergistic effects from exposure to multiple risk factors, and the fetal patterning of disease model predicted that prenatal insult will increase vulnerability to environmental risk. Four or more risks emerged as a threshold for poorer cognitive and behavioral outcome among the non‐substance‐exposed children, whereas substance‐exposed children showed greater vulnerability to lower levels of environmental risk. Cumulative risk was associated with increased delinquent and internalizing behaviors only for the substance‐exposed group. Results support the cumulative risk model for non‐substance‐exposed children and increased vulnerability to environmental risk among the substance‐exposed group.  相似文献   

Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum          下载免费PDF全文

Ford K  Weglicki L  Kershaw T  Schram C  Hoyer PJ  Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38

About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers.  相似文献   

Art as an experience: an experiment in film     

M Jacobson 《American annals of the deaf》1972,117(3):401-402

  相似文献   

Effects of a prenatal care intervention on the self-concept and self-efficacy of adolescent mothers     

Ford K  Hoyer P  Weglicki L  Kershaw T  Schram C  Jacobson M 《The Journal of perinatal education》2001,10(2):15-22

The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy.  相似文献