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61.
62.
Saimbert MK 《Medical reference services quarterly》2005,24(2):41-58
Both nursing and library science literature discuss the information needs and information-seeking behavior of nurses. Some research has focused on information needs of nursing students, but little research is available regarding information-seeking behavior of nursing students, specifically baccalaureate nursing students. Only a few key references were identified addressing nursing students' information seeking with regard to nurse care planning. At the University of Medicine and Dentistry of New Jersey, George F. Smith Library, a wide range of nursing students from those in traditional BSN programs, to students in accelerated BSN programs, to masters' nursing students of all types visit the reference desk asking direct and indirect questions involving the nursing care plan. This article highlights repeated categories of information sought by nursing students at the University of Medicine and Dentistry of New Jersey, George F. Smith Library via both formal and informal reference interviews. Information sought most frequently was categorized and formed the basis for a new library workshop entitled "Information Resources for the Nursing Care Plan." 相似文献
63.
This paper provides insight into the unique process of education policy development in South Africa, in particular the work of the National Commission on Special Needs in Education (NCSNET) and the National Committee on Education Support Services (NCESS). The process has been characterized by a fully democratic, participatory approach ensuring maximum involvement of all stakeholders at all levels of society. In addition, the process has been problem-centred—focusing on meeting the complex challenges within a developing context. The most significant aspect of the Report of the NCSNET and NCESS is that it provides conceptualizations that reflect a break away from traditional models of special needs education. The shift in thinking from ‘special needs education’ to ‘barriers to learning and development’ has broadened the concern from a small group of learners who are vulnerable to exclusion from education to all learners who are subject to exclusionary pressures within school and community. Finally, the delays in finalizing the policy process since the release of the Report of the NCSNET and NCESS are analysed and interpreted in the light of complexities in the transformation process in South Africa. 相似文献
64.
Abstract This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships. 相似文献
65.
Learning theory provides a powerful framework for analyzing instructional consultations and increasing their effectiveness. In this paper, the authors review the main tenets of learning theory, apply them to consultation scenarios, and present a complex case study to show how they can guide analysis and problem solving around challenging consultations. 相似文献
66.
Michael Silver Chad R. Lochmiller Michael A. Copland Ann Marie Tripps 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):215-232
Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the Program for New Principals indicate that all of the program participants felt that the coaching program was a positive addition to the induction experience for new administrators. New principals viewed coaching positively and emphasized that it is both a valuable and unique form of professional development. Both coaches and new principals cited personalized support as one of the coaching model's most significant assets. The results should inform the development of a model of leadership coaching for new administrators. 相似文献
67.
Marie Lockton 《School Leadership & Management》2013,33(5):496-518
ABSTRACTAlthough the benefits of teacher collaboration have been touted, school administrators often struggle to foster productive collaboration at their sites. This study takes a deep dive into teachers’ interactions to understand how administrators’ efforts to engineer collaboration play out in teachers’ relationships. Analysis of qualitative interview and observation data with a social network lens provides a nuanced understanding of teachers’ formal and informal interactions at two schools. Findings make clear why leaders are unlikely to build effective collaborative cultures without noticing and building off of the relationships teachers have built within their existing contexts. Overly regulated meetings impacted both formal and informal relationships between teachers, and productive collaboration during formal meeting time could not be sustained in teachers’ informal networks when other structural obstacles intervened. Few teachers were able to overcome either of these constraints to engage in meaningful collaboration, although the efforts of some provide insight for promoting collaborative cultures. This study provides insights for how leaders might notice and capitalise on existing relationships as well as on sometimes unintended structures to support teachers’ join work. 相似文献
68.
Marie Fulková Teresa M. Tipton 《The International Journal of Art & Design Education》2013,32(1):83-96
When A Genomic Portrait – Sir John Sulston by Mark Quinn appeared in the London National Portrait Gallery's exhibition in 2001/2, the ensuing public controversy over its portrayal raised a number of questions about the representation of a publicly known figure. Because the portrait was the Gallery's first contemporary commission using specialised, scientific procedures in its creation, a number of issues arose surrounding its authenticity. How questions of authenticity are answered depends upon how the viewer reads aspects of scientific coding as it functions within the artistic domain. This is a form of visual literacy that depends on the viewer's ability to lift the veil that operates between coding systems and the context of their use. Literacy in this case is built upon the relationship between visual interpretation and ascribed systems of meaning within the context of their recontextualisations. By playing with the intersections between artistic and scientific discourses, the authors investigate how the representation of identity functions as a polysemy across different semiotic domains. Using visual semiotics to examine the intersections between sign systems across these domains, some of the communication aspects of how new modes of art function in present‐day communities are provoked. By illustrating the complexity of this process as a part of transforming expert knowing into pedagogical practice, support is given for improving teacher education in the arts and cultural domain. 相似文献
69.
70.
AbstractLinguistic awareness is crucial in learning literacy. This project has a two-fold aim: to develop the students’ ability to think about language in order to write with accuracy and to lead teachers to promote students’ discussions about their writing difficulties. The study is part of a two-year action-research project developed in primary schools from the Lisbon area, with experimental and control groups. The starting point of the project was the analysis of the problems students of third and fourth grades showed in their writing. The scope of the project includes dictation tasks within an interactionist approach, favouring grammatical discussions leading to the observation and manipulation of linguistic data. 相似文献