Clinical librarianship in the UK: temporary trend or permanent profession? Part II: present challenges and future opportunities

BACKGROUND: This article is the second part of a two-part series reporting a study of the role of the Clinical Librarian (CL) in the UK. METHODS: A qualitative method of semi-structured interviews was used to explore in-depth the role of the CL. The interviews provided a rich source of data and give insight into this new and emerging role as practised in the National Health Service (NHS). Similarities and differences are examined between the CL population and reported within themes, specifically: personal qualities and skills required, training for the CLs, marketing the CL service, working in the clinical environment, monitoring and evaluation and the acceptance of the CL in the NHS. RESULTS: A common understanding of the skills and knowledge required to undertake the CL role was shared by the respondents. However, practice differed as this was often dictated by local circumstances. The study confirmed the need for the CLs to work with clinical colleagues in the clinical setting to enhance patient care. CONCLUSION: The importance of using best evidence to support patient care is a message that is slowly becoming the norm in the NHS and the CL role in this practice is demonstrated by this study.     

English and Mathematics Teachers' Attitudes to Integration

An attitude questionnaire completed by 102 teachers of English and mathematics on the integration of students with special education needs in the mainstream classroom indicated no significant differences in attitude between the two groups. Differences, however, were discernible when teacher training in special educational needs was considered; a situation which has implications for further study and for the inservice and initial training of teachers.     

Science activities for young children

Science for young children, and older ones as well, should be a blend of development of science content, science processes, and positive attitudes toward science. When educators stress development and learning in these three interrelated and complementary areas, children learn how to explore science as they develop skill in using science processes such as observing, communicating, predicting, and inferring.Jean Shaw is Associate Professor of Elementary Education at the University of Mississippi. Sally Blake teaches at Kentucky Wesleyan College. The late Mary Jo Cliatt taught at the University of Mississippi.     

Scaling Within Rather Than Scaling Up: Implications from Students' Experiences in Reforming Urban Middle Schools

This article uses urban middle school student's interviews to describe the instructional differences they faced each day and the effects of these differences on what they learned. Data from a cohort of nearly 200 students over two years revealed common definitions of how they wanted their teachers to act and the kinds of classroom activities they wanted to be engaged in. But more important, their observations revealed stark differences in their actual experiences. Too few students experienced the quality instruction they desired. Students praised teachers who were willing to help, were strict but nice, and were able to explain. They also wanted instructional settings where they were challenged by meaningful projects and experiments, worked more interdependently with their peers, and combined work with fun. We conclude from these student observations that reform efforts will be more successful in settings that nurture, maintain, and reinforce classrooms like those so aptly described by students and promote the spread of these classrooms by taking advantage of the talents of exemplary staff within buildings (i.e., scaling within).