A rapid evidence‐based service by librarians provided information to answer primary care clinical questions     

Jessie McGowan  William Hogg  Tamara Rader  Doug Salzwedel  Danielle Worster  Elise Cogo  Margo Rowan 《Health information and libraries journal》2010,27(1):11-21

Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers.  相似文献   

Meaningful and Sustainable Assessment at Middlesex Community College          下载免费PDF全文

Elise C. Martin  Philip J. Sisson 《Assessment Update》2018,30(1):10-11

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Factorial structure of the New Ecological Paradigm scale in two French samples     

Ghozlane Fleury-Bahi  Aurore Marcouyeux  Elise Renard  Nicolas Roussiau 《Environmental Education Research》2015,21(6):821-831

The principal objective of this research is to test the factorial structure of the New Ecological Paradigm scale on a population of men and women residing in France. The tested model is a second-order factorial model. This factorial structure is evaluated on two separate samples to test the stability of the solution (a first sample of 253 participants, diversified in terms of age and socioprofessional category, and a second sample of 266 students). The results confirm the existence of a second-order factorial structure in which environmental beliefs, measured based on 13 items taken from the New Ecological Paradigm scale, would constitute a homogeneous system of beliefs supported in five distinct dimensions.  相似文献   

How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades     

Elise Drijbooms  Margriet A. Groen  Ludo Verhoeven 《Reading and writing》2017,30(1):209-231

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Multigenerational Head Start Participation: An Unexpected Marker of Progress          下载免费PDF全文

Elise Chor 《Child development》2018,89(1):264-279

One‐quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3‐ and 4‐year‐olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full‐sample HSIS findings, Head Start has large, positive impacts on cognitive and socioemotional development through third grade among the children of former participant mothers, including improved mathematics skills and reductions in withdrawn and aggressive behavior. Evidence suggests that differences in program impacts between single‐ and multigenerational Head Start families are driven largely by differences in family resources and home learning environments.  相似文献   

Knowing what we don’t know: cognitive correlates of early spelling of different target types     

de Bree  Elise  van den Boer  Madelon 《Reading and writing》2019,32(8):2125-2148

Reading and Writing - Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be...  相似文献   

I Know Who My Friends Are,but Do You? Predictors of Self‐Reported and Peer‐Inferred Relationships     

Jennifer Watling Neal  Zachary P. Neal  Elise Cappella 《Child development》2014,85(4):1366-1372

Using social network data, this study examines which features of social and spatial proximity predict self‐reported, or “real,” and peer‐reported, or “inferred,” relationships among 2,695 pairwise combinations of African American second‐ through fourth‐grade students (aged 7–11). Relationships were more likely to exist, and more likely to be inferred to exist by peers, between pairs of children who were the same sex, sat near one another, shared a positive academic orientation, or shared athletic ability. Sex similarity had a dramatically larger effect on peers' inferences about relationships than on self‐reported real relationships, suggesting that children overestimate the importance of gender in their inferences about relationships. Results were stable across different grade levels in middle childhood and for boys and girls.  相似文献   

Guidelines for serving linguistically and culturally diverse young children     

Elise Jepson Green 《Early Childhood Education Journal》1997,24(3):147-154

Demographic trends indicate that all early childhod educators must anticipate and plan for a more linguistically and culturally diverse student population. This article will serve as a guide for creating more effective early childhood programs serving linguistically and culturally diverse young children. The discussion includes demographic trends, second language acquisition research, historical trends in bilingual education, ESL and bilingual programs, controversies, assessment and ESL students, and program recommendations.  相似文献   

If not quality,then what? The discursive risks in early childhood quality reform     

Elise Hunkin 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):917-929

ABSTRACT

This paper reports on the findings of a genealogical study and argues that the global discourse of quality in early childhood education and care (ECEC) is based on a number of problematic assumptions that converge to identify ‘quality’ as the site of government investment. Using the Australian policy context as an example, the assumption that only quality ECEC is beneficial for children is linked to the historical privileging of mother-care and the male breadwinner through family policy. Using Foucault’s notion of the ‘art of government’, the implications of the discursive logics of quality are outlined, including how ‘not quality’ childcare is positioned as potentially harmful, yet, the workforce can never be ‘quality enough’. It is recommended that early childhood sector academics, advocates and professionals work to introduce new discursive statements to the global policyscape, in order to create and foster diverse representations and understandings of the benefits and value of ECEC.  相似文献   

Elementary school–wide implementation of a blended learning program for reading intervention     

Jen Elise Prescott  Kristine Bundschuh  Paul Macaruso 《The Journal of educational research》2018,111(4):497-506

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.  相似文献