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121.
Mary Katherine Haver 《Medical reference services quarterly》2013,32(2):211-217
The promotion of library resources and services is a continuous process for all libraries, especially hospital family resource center libraries. Like public libraries, a family resource center can utilize programs as a pathway for connecting with and developing awareness of library resources and services available to patient families. This column describes the programs currently offered for All Children's Hospital Johns Hopkins Medicine patient families, marketing initiatives to promote these programs, and utilization of grant funding to supplement a program. 相似文献
122.
The integration of librarians into allied health programs presents many exciting opportunities for collaboration. This column will describe how a library instruction program is integrated into the occupational therapy, respiratory care, and physical therapy curricula at the University of Texas Health Science Center at San Antonio. The allied health faculty have welcomed and recognized the librarians’ expertise in teaching evidence-based practice and library research skills. 相似文献
123.
Katherine A. Prentice Julie K. Gaines Linda S. Levy 《Medical reference services quarterly》2013,32(1):88-97
The objective of the Starting Points Web page series at The University of Texas Health Science Center at San Antonio (UT HSC) Libraries is to provide specialized information resources in an organized online format. Highlighted resources include databases, journals, UT HSC campus information, funding sources, PubMed® RSS article feeds, and information about professional associations. This paper discusses the development process, planning, challenges, and outcomes of the Starting Points series. 相似文献
124.
125.
María González-Howard Katherine L. McNeill Lisa M. Marco-Bujosa C. Patrick Proctor 《International Journal of Science Education》2013,35(5):528-547
ABSTRACTReform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students. 相似文献
126.
Katherine Henry 《Quarterly Journal of Speech》2013,99(3):303-322
This essay examines the language of shame and honor in the jeremiads of Barack Obama and the anti-Obama right. The jeremiad imagines America at a crossroads between the path of shame—where we become “a story and a by-word through the world”—and the path of honor. A brief history of the American jeremiad shows that the anti-slavery jeremiad transformed its dynamic of shame from an instrument of socialization into an indictment of hypocrisy against the defenders of slavery. Paradoxically, in the Age of Obama it is the anti-Obama right that has appropriated this rhetorical innovation of the anti-slavery jeremiad. 相似文献
127.
‘Flexible learning'—unsettling practices 总被引:2,自引:2,他引:0
Katherine Nicoll 《Studies in Continuing Education》2013,35(2):100-111
This paper explores the significance and effects of contemporary moves towards ‘flexible learning’ within Australian institutions of education and training. Arguing that there is a tendency within discourses of pedagogy and policy to assume that flexible learning signifies merely a ‘better'form for the delivery of learning, the possibilities that it may be a practice that changes the content or outcomes of learning itself are discussed. A ‘story’ is developed which suggests that flexible learning may have the potential to change both the identities of learners and teachers and knowledge itself in quite unsettling ways. 相似文献
128.
Katherine Newburgh 《Educational Philosophy and Theory》2013,45(12):1237-1251
‘Good faith’ refers to the existentialist concept of living and acting in harmony with one’s innermost values. An educator who teaches in good faith will fully actualize her philosophy of teaching in the classroom, which leads to greater job fulfilment and a higher likelihood of retention in the profession. Currently, much of the extant literature refers to teachers needing greater emotional support, but this original phenomenological study uncovered the need for deep supports, defined as adaptive methods for helping educators define, develop, and enact their values and beliefs in the classroom. The study hypothesizes that the need for deep supports has never been fully explored because the language of the educational industry does not fully attend to this aspect of teaching. To that end, this study explored the relationship between school environment and the development of good-faith teaching in first-year educators with the goal of providing language and a conceptual framework to understand the ways in which first-year teachers enact their emerging identities in the classroom. Ultimately, the study links good faith teaching to teacher retention and provides indicators of school environments that provide deep supports for teaching in good faith. 相似文献
129.
This paper examines the structure of implicit theories of creativity in a sample of gifted adolescents and describes the development and use of the Creative Self Checklist and the Creative Individual Checklist, adjective checklists designed to assess endorsement of creativity‐related personality and behavioral attributes. Findings indicate that the gifted rate aspects of risk‐taking and inquisitiveness as primary facets of their own creativity while defining artistic abilities and energy and motivation as important parts of creativity in others. This study also assessed the role that these implicit theories play in the display of creative behaviors with regard to both performance on creativity tests and participation in creative hobbies. Findings indicate that while performance on creativity measures is predictive of creative hobby participation, greater self‐endorsement of beliefs that are positively related to creativity also significantly predict creative behaviors. 相似文献