A focus on quality--the library's role in occurrence screening     

Howell PB  Jones CJ 《Medical reference services quarterly》1993,12(2):83-89

One of the highest priorities in today's hospitals is the provision of quality care to patients. The medical librarian has an increased responsibility to furnish quality information to the medical staff. Traditional methods of reference service continue to work well, but it is increasingly important for librarians to become more directly involved in hospital quality assurance (QA) activities. Occurrence screening is one system of QA where the librarian can make a difference.  相似文献   

American Quilts and Coverlets in the Metropolitan Museum of Art, 2nd ed Amelia Peck with Cynthia V. A. Schaffner. New York: Metropolitan Museum of Art and MQ Publications, 2007.     

Joyce Howell 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):74-75

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Legacies in Black and White: The Racial Composition of the Legacy Pool     

Howell  Cameron  Turner  Sarah E. 《Research in higher education》2004,45(4):325-351

Selective universities regularly employ policies that favor children of alumni (known as legacies) in undergraduate admissions. Since alumni from selective colleges and universities historically have been disproportionately white, admissions policies that favor legacies have disproportionately benefited white students. For this reason, legacy policies lead to additional costs in terms of reductions in racial diversity. As larger numbers of minority students graduate from colleges and universities and have children, however, the potential pool of legacy applicants will change markedly in racial composition. This analysis begins with a review of the history and objectives of the preference for children of alumni in undergraduate admissions. We then consider the specific case of the University of Virginia and employ demographic techniques to predict the racial composition of the pool of potential legacy applicants to the university. Significant changes in the racial composition of classes that graduated from the University of Virginia from the late 1960s through the 1970s foreshadow similar changes in the characteristics of alumni children maturing through the next two decades.  相似文献   

Element‐and‐Principles Instruction,Perceptual Drawing and Paul Klee's Pedagogical Sketchbook     

Joyce Bernstein Howell 《The International Journal of Art & Design Education》2020,39(1):38-55

This study examines the key concepts of elements‐and‐principles art instruction, as defined in the publications by Vorkurs (preliminary course) instructors at the Bauhaus. Elements‐and‐principles instruction was for decades central to formalist art training, and continues to play a role, albeit limited, today. Preceding accounts of the elements‐and‐principles have not considered contextual matters worthy of attention, specifically, two other instructional frameworks. One is perceptual drawing that dominated in Western art culture before the inception of the elements‐and‐principles approach. The second is the instructional model Paul Klee proposed in his well‐known but under‐examined instructional publication of 1925, Pedagogical Sketchbook. With regard to the latter, scholars have failed to undertake detailed analysis that would explain Klee's instructional model and, in particular, its central (and idiosyncratic) concept of ‘trichotomy’. Trichotomy is a structure rather than a formal element, providing visual equivalents for extra‐visual events. The peculiarity of trichotomy and related concepts in Pedagogical Sketchbook has kept the publication a faint presence in elements‐and‐principles instruction and in related scholarly inquiry. With a more precise presentation of Klee's pedagogical focus, this study distinguishes heretofore overlooked dissimilarities between the Pedagogical Sketchbook model and elements‐and‐principles approach, and enables recognition of affinities between Klee's model and current conversations about embodiment pedagogies in visual arts education.  相似文献   

Early transition into adult roles: some antecedents and some outcomes     

Howell FM  Frese W 《American educational research journal》1982,19(1):51-73

The transition to adult roles usually occurs within a normative age span. By focusing on preadolescence to late adolescence using 2-wave panel data, this research seeks to develop a more informed picture of how "early" exit from the student role and "early" entry into the adult role of parent or spouse reflect factors operating prior to adolescence. The short term consequences of adult role transition on teenage status aspirations, life plans, other psychological orientations, and parental influence are also examined. Even though multiple role transition is frequently observed, only leaving school early appears to be related to preadolescent career decisions and academic performance in high school. The determinants of early transition to the role of parent or spouse do not appear to be socioeconomic origins, parental child rearing techniques or other specific influences, academic ability or performance, or preadolescent aspirations, as has generally been hypothesized in the literature. Research dilemmas and policy implications are discussed.  相似文献   

Using interpretative meta-ethnography to explore the relationship between innovative approaches to learning and their influence on faculty understanding of teaching     

Maggi Savin-Baden  Claire Howell Major 《Higher Education》2007,54(6):833-852

Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged through the analysis and argues for future inquiry.

Claire Howell MajorEmail:

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Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge     

Fred M. Schied  Vicki K. Carter  Judith A. Preston  Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.  相似文献   

The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools     

Davis KS  Burgeson CR  Brener ND  McManus T  Wechsler H 《Research quarterly for exercise and sport》2005,76(2):202-211

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.  相似文献   

Book reviews     

D. A. Howell  W. Vliet  D. Laverne Buckley  J. W. Peach  H. D. R. Miller  K. Taylor 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,23(1):555-569

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A profile of family education/early intervention services at the Maryland School for the Deaf.     

R F Howell 《American annals of the deaf》1992,137(2):79-84

Based on demographic data from more than 400 families, this report describes the growth and development of early intervention services at the Maryland School for the Deaf from 1969 to 1992. The implications of this information are discussed as they relate to the very early identification of hard-of-hearing and deaf youngsters, to the impact of changing etiologies, and to the training of early intervention specialists who can meet the needs of these children and their families.  相似文献