Financing North American medical libraries in the nineteenth century

Culture not only justifies the existence of libraries but also determines the level of funding libraries receive for development. Cultural appreciation of the importance of libraries encourages their funding; lack of such appreciation discourages it. Medical library development is driven by culture in general and the culture of physicians in particular. Nineteenth-century North American medical library funding reflected the impact of physician culture in three phases: (1) Before the dawn of anesthesia (1840s) and antisepsis (1860s), when the wisdom of elders contained in books was venerated, libraries were well supported. (2) In the last third of the nineteenth century, as modern medicine grew and as physicians emphasized the practical and the present, rather than books, support for medical libraries declined. (3) By the 1890s, this attitude had changed because physicians had come to realize that, without both old and new medical literature readily available, they could not keep up with rapidly changing current clinical practice or research. Thus, "The Medical Library Movement" heralded the turn of the century.     

Examining Online Instruction in Undergraduate Nursing Education

Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing.     

Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices,beliefs, and experiences

Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003     

Rubrics: Design and Use in Science Teacher Education

Journal of Science Teacher Education -     

The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade

This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed.     

Teachers' salient beliefs about a problem‐solving demonstration classroom in‐service program

Each year science teachers have the opportunity to participate in a variety of in‐service programs, with the most traditional yearlong in‐service agendas consisting of a preprogram, program, and follow‐up program. One alternative to the traditional program is the inclusion of demonstration classrooms within the follow‐up segment. This study specifically explored the beliefs of in‐service teachers about one such program; the Problem‐Solving Demonstration Classroom in‐service program. To capture participants' beliefs, open‐ended interviews, focus groups, and observations were conducted throughout a yearlong Problem‐Solving Demonstration Classroom in‐service program. The collected data were inductively analyzed to identify the salient beliefs of participants. The results of this study suggest that the Problem‐Solving Demonstration Classroom in‐service program provided participating teachers an opportunity to address their instructional needs pertaining to problem solving, develop a view of the student in the context of problem solving, redefine their understanding of problem solving, reflect upon their own instructional practice, and engage in a collegial and mentoring dialogue with peers. This preliminary investigation suggests that the demonstration classroom program may be one variation to the traditional yearlong in‐service program that is worthy of further exploration. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 141–158, 1999