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61.
Abstract Supporting global health priorities through the development of robust health science librarianship partnerships is of significant importance. Increased demand for synthesizing evidence-based information, collating quality resources, and increasing research productivity to improve human health requires integration of library and information science skills and expertise. The Health Sciences Library (HSL) at the University of North Carolina at Chapel Hill (UNC), exists to be an indispensable partner in health information and knowledge, teaching and learning, and research. As global efforts at UNC expanded, the HSL sought to ensure that our global engagement strategy and integration were aligned with campus priorities and partner needs. The HSL created a global research partnership plan: identify resources that improve efficiency, increase access to information, build in-country capacity and expertise—all while strengthening collaborations across multiple countries. Creating a meaningful and sustainable engagement strategy was central to envisioning our path forward and can be used as a framework for consideration by librarians in similar settings. 相似文献
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Imagery research with children has been primarily examined within a structured physical activity context. However, researchers have begun to investigate children’s imagery use in their active play (i.e., unstructured leisure-time physical activity). The objective of the present article was to develop a conceptual model of active play imagery—the active play imagery model. This objective was accomplished by applying the components of the revised applied model of deliberate imagery use (RAMDIU; Cumming and Williams, 2013) to the context of active play. The proposed model comprises the same seven components included in the RAMDIU (i.e., where and when, who, why, what and how, meaning, imagery ability, and outcomes). However, in contrast to the RAMDIU, the active play imagery model acknowledges that individual characteristics can directly influence one’s ability to image. The proposed model will provide a guiding framework for future research and applications of active play imagery. 相似文献
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Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making. 相似文献
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Nia Michelle Nunn 《Gender and education》2018,30(2):239-258
This paper complicates notions of Black girlhood by examining the dual experiences of gendered racism that result in both strength and sadness in Black girls’ educational experiences. I highlight the need for a curriculum of liberation to combat historical and current social conditions negatively impacting school-aged Black girls, such as harsh disciplinary practices, low academic expectations, and sexual objectification. The Super-Girl phenomenon serves as a metaphor illustrating the balance and imbalance of multiple social constructs. Utilising constructivist grounded theory [Charmaz, K. 2006. Constructing Grounded Theory. London: Sage], the key concepts in the research derived directly from the voices of 18 school-aged girls (8–13) as well as my observations, interpretations, and related experiences. Data collection utilising observation notes, interviews, written responses, and activity products provided from monthly sessions over the course of two years, offer critical insight into some of the complexities of Black girlhood. The most striking common themes abstracted from their voices were concepts related to ‘strength’ and ‘sadness’ in their lives. Thematic narratives were found to be most relevant to (1) negative teacher–student relationships, as well as, (2) policed bodies and sexual objectification. This work offers specific recommendations for future girl empowerment programming, curriculum, and evidence-based intervention development that can aide in liberating Black girls. 相似文献
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Michelle Helms-Lorenz Wim van de Grift Ridwan Maulana 《School Effectiveness & School Improvement》2016,27(2):178-204
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3. 相似文献
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Michelle M. Neumann Glenn Finger David L. Neumann 《Early Childhood Education Journal》2017,45(4):471-479
As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing. 相似文献
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