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Sue Lacey Bryant Helen Bingham Ruth Carlyle Alison Day Linda Ferguson David Stewart 《Health information and libraries journal》2018,35(1):70-77
This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration. To meet user expectations, health libraries must achieve sustainable, affordable access to digital content. Traditional tasks will progressively become mechanised. Alongside supporting learners, NHS librarians and knowledge specialists will take a greater role as knowledge brokers, delivering business critical services. They will support the NHS workforce to signpost patients and the public to high‐quality information. There is a need for greater efficiency and effectiveness through greater co‐operation and service mergers. Evaluation of service quality will focus more on outcomes, less on counting. These changes require an agile workforce, fit for the future. There is a bright future in which librarians’ expertise is used to mobilise evidence, manage and share knowledge, support patients, carers and families, optimise technology and social media and provide a keystone for improved patient care and safety. 相似文献
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Lacey D. Huffling Heidi B. Carlone Aerin Benavides 《Cultural Studies of Science Education》2017,12(1):33-43
Heather Zimmerman and Jennifer Weible’s (Cult Stud Sci Educ, 2016) use of place-based pedagogy in high school science education honors their participants’ lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author’s (Huffling’s) biography and David Gruenewald’s (Educ Res 32:3–12, 2003. doi: 10.3102/0013189X032004003) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald’s (2003) constructs of decolonization and reinhabitation that could promote youths’ collective empowerment. 相似文献
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Differing levels of gender salience in preschool classrooms: effects on children's gender attitudes and intergroup bias 总被引:1,自引:0,他引:1
Developmental intergroup theory posits that when environments make social-group membership salient, children will be particularly likely to apply categorization processes to social groups, thereby increasing stereotypes and prejudices. To test the predicted impact of environmental gender salience, 3- to 5-year-old children (N = 57) completed gender attitude, intergroup bias, and personal preference measures at the beginning and end of a 2-week period during which teachers either did or did not make gender salient. Observations of peer play were also made at both times. After 2 weeks, children in the high- (but not low-) salience condition showed significantly increased gender stereotypes, less positive ratings of other-sex peers, and decreased play with other-sex peers. Children's own activity and occupational preferences, however, remained unaffected. 相似文献
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Abstract The purpose of this paper was to examine the impact emerging interactive/compressed television (I/C‐TV) could have on a technologically based clinical supervision model for preservice teachers. This paper looked at the clinical supervision model as it is framed in a traditional school experience. It is clear that major change must occur in the area of technology training for the preservice teacher to ensure that technology ignorance does not create barriers to performance in the clinical experiences. Equally important is the change in the clinical supervision process itself. This paper suggests methods for the use of the clinical supervision model within the technology environment. The authors offer suggestions for creating appropriate processes, which include the following: adaptations of the clinical supervision model, incorporation of I/C‐TV capabilities, and early and frequent teaching in authentic settings. 相似文献
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Michael L. Arter Lacey N. Wallace Thomas L. Shaffer 《Journal of Criminal Justice Education》2016,27(1):140-156
Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning. 相似文献
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Andrea Bunting Libby Robin Suzanne Uniacke Nicolas Rasmussen Graham Holland Marilys Guillemin Phillip Catton Sverre Myhra Rachel A. Ankeny David Oldroyd Ivan Crozier Peter Anstey Cathy Legg Jan Edward Garrett David Philip Miller John Worrall Andy Pickering Hugh Lacey S. S. Schweber 《Metascience》1999,8(1):125-195