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991.
K M West 《Bulletin of the Medical Library Association》1968,56(1):41-45
Among the factors which will influence the emerging roles of medical libraries will be the changing needs of the medical scholars who use them. The effectiveness of the medical practitioner will be determined to an increasing extent by his capacity to mobilize information with a rapidity sufficient to permit its application in day-to-day decision-making. The practice of medicine is becoming an increasingly academic pursuit. The library and the librarian will, therefore, become more directly involved in the practice of medicine, and the library will be a more crucial resource in providing superior patient-care. Changes in undergraduate and continuing medical education will make new demands on the library. These and other related developments will create new functions, new problems, and new opportunities for the librarian. 相似文献
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Gary E. Bingham Margaret F. Quinn Kyla McRoy Xiao Zhang Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611
Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. 相似文献
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Examining the Psychometric Quality of the National Board for Professional Teaching Standards Early Childhood/Generalist Assessment System* 总被引：1，自引：0，他引：1
Carol M. Myford George Engelhard Jr. 《Journal of Personnel Evaluation in Education》2001,15(4):253-285
The purpose of the study was to examine the psychometric quality of the National Board for Professional Teaching Standards (NBPTS) Early Childhood/Generalist assessment system. Rating data from the 1997–1998 assessment were analyzed using the FACETS (Linacre, 1998) computer program. The assessment system's 10 exercises work together to define a unidimensional accomplished teaching variable. There is little evidence of multidimensionality in the data, and none of the exercises appear to function in a redundant manner. The exercise set succeeds in defining several statistically distinct levels of accomplished teaching among the candidates. Overall, most candidate rating profiles show consistent performance across the exercises. While assessors differed somewhat in severity, most used the 12-point rating scale consistently. Although the range in assessor variability tends to be moderate, assessor severity does influence the number of candidates that can bank individual exercises. (If a candidate's total scaled score does not meet or exceed the NBPTS performance standard of 275, the candidate can bank scores on exercises in which the candidate received a final score of 2.75 or greater. If the candidate reapplies for certification in the next three years, the candidate does not have to retake banked exercises.) 相似文献
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