Developing methods for systematic reviewing in health services delivery and organization: an example from a review of access to health care for people with learning disabilities. Part 1. Identifying the literature     

McNally R  Alborz A 《Health information and libraries journal》2004,21(3):182-192

OBJECTIVES: Our objectives were to identify literature on: (i) theory, evidence and gaps in knowledge relating to the help-seeking behaviour of people with learning disabilities and their carers; (ii) barriers experienced by people with learning disabilities in securing access to the full range of health services; (iii) interventions which improve access to health services by people with learning disabilities. DATA SOURCES: twenty-eight bibliographic databases, research registers, organizational websites or library catalogues; reference lists from identified studies; contact with experts; current awareness and contents alerting services in the area of learning disabilities. REVIEW METHODS: Inclusion criteria were English language literature from 1980 onwards, relating to people with learning disabilities of any age and all study designs. The main criteria for assessment was relevance to the Guilliford et al. model of access to health care (Gulliford et al. Access to health care. Report of a Scoping Exercise for the National Co-ordinating Centre for NHS Service Delivery and Organisation R & D (NCCSDO). London: NCCSDO, 2001), which was modified to the special needs of people with learning disabilities. Inclusion criteria focused on relevance to the model with initial criteria revised in light of literature identified and comments from a consultation exercise with people with learning disabilities, family and paid carers and experts in the field. Data abstraction was completed independently and selected studies were evaluated for scientific rigour and the results synthesized. RESULTS: In total, 2221 items were identified as potentially relevant and 82 studies fully evaluated. CONCLUSIONS: The process of identifying relevant literature was characterized by a process of clarifying the concept under investigation and sensitive search techniques which led to an initial over-identification of non-relevant records from database searches. Thesaurus terms were of limited value, forcing a reliance on using free-text terms and alternative methods of identifying literature to supplement and improve the recall of the database searches. A key enabler in identifying relevant literature was the depth and breadth of knowledge built up by the reviewers whilst engaged in this process.  相似文献   

The training and use of paraprofessionals in adult counseling and information services     

Rosalind K. Loring 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(4):456-459

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Storyhours for toddlers     

Rosalind L. Schilder 《Early Childhood Education Journal》1980,7(4):26-28

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Pupil and Parent Representation in Ireland and Germany     

Rosalind M. O. Pritchard 《比较教育学》1981,17(3):271-284

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Tell me a story!     

Rosalind E. Engel 《Early Childhood Education Journal》1982,10(2):18-18

If there were no other reason for sharing literature with children, enjoyment would be reason enough, for enjoyment leads to interest and interest leads to self-motivated reading. Enjoyable experiences with literature build positive attitudes toward books—a prerequisite for reading success.Rosalind E. Engel is Associate Professor of Child Development and a Children's Literature Instructor at Iowa State University in Ames.  相似文献   

Relationships and Values Among Students and Staff in British and German Higher Education     

Rosalind?PritchardEmail author 《Tertiary Education and Management》2005,11(4):317-336

Financial stringency and neo-liberal influences in higher education are impacting upon relationships and academic values in higher education. The aim of the present paper was to analyse how these forces operate differentially in the UK and Germany. The British students were significantly more satisfied than were their German counterparts with the intellectual and personal relationships that they had with their university teachers; this could, however, be attributed more to country-specific factors, predating marketization, than to the effects of globalisation. Students in both countries clamoured for more practical experience during their university courses; but a number of UK students and almost half the UK staff thought that that insufficient justice was being done to theory in the HE programmes. Though ‘the market’ might be assumed conducive to efficiency, the British respondents (both staff and students) were especially dissatisfied with organisational aspects of their institutions. Many of the German staff believed that the old order of the university as they had known it was passing away and this awareness was painful to them. An erratum to this article is available at .  相似文献   

Barriers to higher education for Asian/Pacific-American females     

Rosalind Y. Mau 《The Urban Review》1990,22(3):183-197

As a group, Asian/Pacific Americans (APA) have more credits in high-level science and mathematics than other ethnic groups, but many APAs do not follow this model minority stereotype. This paper focuses on Asian/Pacific-American females who are socialized into traditional roles and are not academically prepared for higher education. Data were collected from questionnaires and life-history narratives completed by 46 part Hawaiian, Filipino, and Samoan-American public high school girls, and from their school records.  相似文献   

Mergers and Linkages in British Higher Education   总被引：3，自引：0，他引：3  

Rosalind M. O. Pritchard 《Higher Education Quarterly》1993,47(2):79-102

In its pursuit of the cost-effective expansion of higher education (HE), the British Conservative government has strongly encouraged competition and has opened the HE sector to the influence of market forces. This policy has certainly helped to drive down unit costs but it also has an inherent destructive potential which requires to be mitigated by a whole spectrum of collaborative structures. To study the interplay between competition and co-operation in British higher education, it is useful to focus on the relationships between higher education institutions (HEIs) as manifested in mergers (both actual, proposed and ‘failed’) and the various forms of inter-institutional linkage which are leading to a re-alignment of HEIs in the post-binary era. A number of forms of linkage, stopping short of merger, are defined and illustrated: for example, affiliation, validation, accreditation, franchising and access arrangements, and the important function of consortia is underlined. However, because they exist within a matrix which is basically competitive, such forms of co-operation are subject to stress and disruption. The British higher education system manifests an unusual degree of flexibility which has enabled it to adapt organically to new policies and challenges. It is more permeable than that of most other European countries, but this permeability is gradually being endangered by increasing UK reliance on formal legislation in HE. Experience abroad, notably in Australia, indicates that wholesale dissolution of boundaries, combined with fierce forms of competition, can in the end lead to serious deterioration in educational standards. A balance between competition and co-operation must be sought, but can never be ‘established’ once and for all because external circumstances require it to be constantly re-adjusted. The research on which this paper is based was carried out with funds from the Economic and Social Research Council and from the Faculty of Education Research Committee of the University of Ulster.  相似文献   

Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign language     

Enns CJ  Herman RC 《Journal of deaf studies and deaf education》2011,16(3):362-374

Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment.  相似文献   

The influence of market force culture on British and German academics     

Rosalind Pritchard 《比较教育学》2005,41(4):433-454

Higher education (HE) in Germany and the United Kingdom is being continually subjected to the discipline of market forces. An empirical study was conducted using questionnaires with academic staff in 12 institutions in each country to discover the extent to which their values and attitudes were converging and were in keeping with what might be expected within a marketized system. Academics in both countries felt that HE was seriously under‐resourced, yet they were not strongly in favour of increased executive power for their leaders; they believed that the good functioning of their higher education institution (HEI) was impeded by excessive state‐sponsored interference, but did not agree that their HEIs should act more commercially and entrepreneurially. The British especially were opposed to greater privatization of the system. Attitudes in keeping with a market force philosophy seem to be superficially embedded in the value system of these academics, and though the British were more stressed, more hard‐worked and suffered from a status‐deficit in comparison with the Germans, there was no statistical difference between the two groups on a summative judgement of professional satisfaction. There appears to be an underlying professional ethos that enables the academics to remain positive despite the turbulence that market forces may cause, though their dedication may also make them vulnerable to exploitation.  相似文献