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131.
Barbara A Gushrowski 《Journal of the Medical Library Association》2011,99(3):196-201
Question:
How can library staff develop and promote a document delivery service and then expand the service to a wide audience?Setting:
The setting is the library at the Indiana University School of Dentistry (IUSD), Indianapolis.Method:
A faculty survey and a citation analysis were conducted to determine potential use of the service. Volume of interlibrary loan transactions and staff and equipment capacity were also studied.Main results:
IUSD Library staff created a desktop delivery service (DDSXpress) for faculty and then expanded the service to practicing dental professionals and graduate students. The number of faculty using DDSXpress remains consistent. The number of practicing dental professionals using the service is low. Graduate students have been quick to adopt the service.Conclusion:
Through careful analysis of capacity and need for the service, staff successfully expanded document delivery service without incurring additional costs. Use of DDSXpress is continually monitored, and opportunities to market the service to practicing dental professionals are being investigated. 相似文献132.
All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007. 相似文献
133.
Rebecca J. Bulotsky-Shearer Elizabeth R. Bell Tracy M. Carter Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840
Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 相似文献
134.
Barbara Comber 《Literacy》2014,48(3):115-123
This paper draws upon several decades of literacy research in schools in high‐poverty environments to explore what matters in young people's education. In dialogue with themes from Kevin Marjoribanks' work, such as student aspirations, family environments and teacher expectations, key insights are summarised. Referring to longitudinal case studies and a current ethnographic project, the interplay between literacy, poverty and schooling, and young people's aspirations and education outcomes is explored. Although the work of educators in high‐poverty communities continues to be highly demanding, there are some schools and teachers making a durable positive difference to learner dispositions and literate repertoires. Teacher expectations and discursive practices are crucial in this process. 相似文献
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CHARACTER EDUCATION: RECLAIMING THE SOCIAL 总被引:1,自引:0,他引:1
Barbara J. Duncan 《Educational theory》1997,47(1):119-130
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