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Health sciences librarians have historically viewed disseminating information to health professionals as a major role. Typically, they have provided individualized services and are among the professions that help health professionals further their education after finishing formal education. Another group directly involved in health professional continuing education is continuing education (CE) providers who offer ongoing learning through group activities. These two professions often reached the same audiences in the past, and their different approaches--individual and group--were complementary. Health professionals who needed information immediately or who wished individual learning used the library while those who wanted to hear eminent colleagues tended to use CE meetings or seminars; some did both. The librarians and CE providers rarely interacted, but this is now changing. With the introduction of personal computers, medical librarians have expanded their responsibilities to include formalized classroom instruction. At the same time, CE providers have increased their scope beyond formalized group instruction into individualized education. Librarians and CE providers can either collaborate and share their expertise or they can compete against each other. 相似文献
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Jeannette J. Jansky Ph.D. 《Annals of dyslexia》1980,30(1):252-267
Conclusion This paper has described the intertwining of linguistic, cognitive, and emotional development in a boy who has a severe language
disability. Development proceeded through the usual stages and at the expected ages, yet there were interesting shifts and
interactions that appear to be a function of Tony’s individual developmental style, and also, possibly, of intervention. One
is particularly struck by the diminishing significance of language comprehension difficulties; expressive problems continue
to be troublesome, but verbal conceptual ability has developed well and Tony has acquired an enthusiasm and affection for
words. He will continue to struggle with verbal expression, but he knows his difficulty well and has made enough strides in
working with it to hold his own in a relatively demanding private school.
Early identification of the problem and intervention that has spanned nearly seven years have permitted the observation of
developmental regressions and advances which, if viewed statically, might have been misinterpreted. More important, the continued
involvement has made possible an emotional commitment between student and therapist that, one hopes, has had a steadying effect
and that has led to the investment of verbal content with more richly textured meanings. 相似文献
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JONATHAN D. JANSEN 《比较教育学》1995,31(2):181-200
This article traces the origins and trajectory of effective schools research (ESR) over three decades. The review attempts to (a) categorise and make sense of the voluminous literature on ESR, (b) synthesise and extend the growing critiques of ESR in the Anglo-American community, (c) assess the transnational impact of ESR in developing countries and (d) outline an alternative approach to the study of schools which values school - and classroom - level processes and interactions as they relate to student achievement. 相似文献