Socioeconomic resources in medicine: review of the literature     

T Austin 《Bulletin of the Medical Library Association》1984,72(3):251-256

In this era of intense competition in medicine, it is essential for health sciences librarians to keep abreast of the new and varied socioeconomic influences in the medical environment. A list of socioeconomic resources is provided to help meet this objective. A citation analysis of the Socioeconomic Bibliographic Information (SIB) database was used as a selection criterion. An annotated list of ninety journals, newspapers, and newsletters is included, which provides title of publication, publisher, cost, index information, and special characteristics. In addition, publishers and associations that provide socioeconomic information are listed, and an annotated list of standard statistical resource books is given.  相似文献   

Linguistic profiles of dyslexic and good readers     

Nathlie A. Badian  Frank H. Duffy  Heidelise Als  Gloria B. McAnulty 《Annals of dyslexia》1991,41(1):221-245

Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers, provides an interesting contrast between the role of RAN and Confrontation naming in reading. This work was supported in part by NIHCD grants RO1HD18761 to F. H. Duffy, RO1HD18654 to H. Als, and the Mental Retardation Grant P30HD18655 to C. F. Barlow.  相似文献   

开发统一的领导体系——乔治亚州与俄勒冈州执行的领导政策框架     

Katy Anthes  Ann Duffy  Rob larson 《北京教育(高教版)》2007,(11):16-17

在美国，州与学区的政策都有效影响了学校领导的发展。这些政策大致可以归为三类：1．标准类：教育领导者应该知道并能做什么？2．培训类：我们如何培训领导者了解并能够履行这些标准？3．环境类：影响教育领导者如何以及是否能够最好地履行自己能力的工作环境与政策是什么？  相似文献   

Fathers' and mothers' involvements in sibling communication     

Ann M. Berghout Austin  Marcia Summers  Ann Leffler 《Early childhood research quarterly》1987,2(4)

The purpose of this study was to measure fathers' and mothers' linguistic involvements with the development of communication between young siblings. In a laboratory setting, 39 two-child mother-father families were videotaped in semistructured activities. The older sibling was from 18 to 26-months-old (M=22.4 months, SD=2.5 months) and the younger sibling was from 4 to 8-weeks-old (M=5 weeks, SD =1.5 weeks). Regardless of type of vocalization, when only one parent was present, utterances encouraging sibling interactions were more often aimed at girls than at boys. As a result, such utterances occurred more when both siblings were girls than for any other gender combination. Fathers were more active in issuing such utterances, especially to girls. When both parents were present, gender differences between parents disappeared, although the effects of children's gender did not. Overall, the results suggest that fathers very actively direct sibling interactions, especially those involving girls.  相似文献   

Factors of success: building and sustaining teaching professional development opportunities for doctoral students and postdocs     

Lucas B. Hill  Ann E. Austin  Bipana Bantawa  Julia N. Savoy 《高等教育研究与发展》2019,38(6):1168-1182

ABSTRACT

This paper examines the key issues and elements to consider in developing and sustaining teaching development programs for doctoral students and postdoctoral scholars in connection to a large multi-institutional, higher education reform network. Based on interviews with 47 participants at eight member institutions and the central administration of the Center for the Integration of Research, Teaching, and Learning (CIRTL), we found five major components: campus culture, the program’s organizational placement, program leadership, program logistics, and the benefits acquired from adopting and adapting network ideas, knowledge, and resources.  相似文献   

The Relationship Between Security of Attachment and the Development of a Personal Premise System of Relationships and Expectations for Peer Interaction     

Ann M. Berghout Austin  Michael K. Godfrey  Claudia Weber  Cherie A. Martin  Linda B. Holmes 《Early education and development》1991,2(3):214-226

Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver-child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers.  相似文献   

Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators     

James V. Hoffman  Gerald G. Duffy 《理论付诸实践》2016,55(3):172-179

In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of research is focused on teacher adaptations to practice in the classroom. The second program of research is focused on coaching teachers to develop strategies for thoughtfully adaptive teaching. We draw on the work of Janks around deconstruction and reconstruction for critical teaching practices.  相似文献   

Psychopathology in the schools: Multicultural factors that impact assessment and intervention     

Lisa A. Suzuki  Charlene M. Alexander  Pei‐Ying Lin  Kathleen M. Duffy 《Psychology in the schools》2006,43(4):429-438

All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and adolescents from different racial/ethnic groups and present variables that may impact assessment and intervention within these diverse populations (e.g., contextual factors, racial and ethnic identity, religious/spiritual beliefs, parenting factors, student attitudes). In addition, cultural issues related to the assessment process and culturally sensitive recommendations for intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 429–438, 2006.  相似文献   

Accessing elaborations on core information in a hypermedia environment     

Thomas M. Welsh  Kelly P. Murphy  Thomas M. Duffy  David A. Goodrum 《Educational technology research and development : ETR & D》1993,41(2):19-34

Strategies for managing information in a hypermedia learning environment require the text to carry indicators that describe the presence and type of additional information available from a specific point on a computer text screen. The purpose of this study was to examine the effects of link display strategy and link density on ease of use and measures of interaction. Independent variables were link strategy (three levels) and link density (two levels), yielding six treatment groups (n = 108). Within-subjects variables were time interval and type of elaboration accessed. Dependent measures were time spent on elaborations, number of elaborations accessed, and ease of use. Primary findings were that indicating all elaborations by common link indicators in the text reduced readability and led to more extensive and random browsing behavior in users; that indicating elaborations by destination-specific link indicators in the text reduced readability and increased users' tendency to target specific elaborations; and that locating link indicators in submenus increased ratings on ease of use but drastically reduced the number of elaborations accessed and time spent reading elaborations. These findings lead to the conclusion that hypermedia designers will have to make choices between promoting exploration and reducing screen readability.  相似文献   

Academic underachievement among children with epilepsy: proportion exceeding psychometric criteria for learning disability and associated risk factors     

Fastenau PS  Jianzhao Shen  Dunn DW  Austin JK 《Journal of learning disabilities》2008,41(3):195-207

This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental retardation were excluded. Using an IQ-achievement discrepancy definition, 48% exceeded the cutoff for LD in at least one academic area; using low-achievement definitions, 41% to 62% exceeded cutoffs in at least one academic area. Younger children with generalized nonabsence seizures were at increased risk for math LD using the IQ-achievement discrepancy definition; age of seizure onset and attention-deficit/hyperactivity disorder (ADHD) were risk factors for reading and math LD using low-achievement definitions. Writing was the most common domain affected, but neither ADHD nor seizure variables reliably identified children at risk for writing LD. Although children with earlier seizure onset, generalized nonabsence seizures, and comorbid ADHD appear to be at increased risk for some types of LD by some definitions, these findings largely suggest that all children with epilepsy should be considered vulnerable to LD. A diagnosis of epilepsy (even with controlled seizures and less severe seizure types) should provide sufficient cause to screen school-age children for LD and comorbid ADHD.  相似文献