Realizing the Value of Non-Purchased Content     

Elyse Profera  Meg Walker  Eleanor I. Cook 《期刊图书馆员》2014,66(1-4):88-91

This presentation summarized a May 2013 white paper published by Taylor & Francis Group, Facilitating access to free online resources: challenges and opportunities for the library community (www.tandf.co.uk/libsite/pdf/TF-whitepaper-free-resources.pdf). Taylor & Francis staff conducted research aimed at exploring free content discoverability from the perspective of librarians. Study focus groups were held in London and Seattle, Washington in early 2013. Research also included telephone interviews, surveys, and literature searching to identify relevant studies and commentary articles.  相似文献   

Continuing education module: postpartum maternal health care in the United States: a critical review     

Cheng CY  Fowles ER  Walker LO 《The Journal of perinatal education》2006,15(3):34-42

Postpartum maternal health care is a neglected aspect of women's health care. This neglect is evident in the limited national health objectives and data related to maternal health. Missed opportunities for enhancing the health care of postpartum women occur in the scope of routine postpartum care. Differing perceptions of maternal needs between nurses and new mothers also contribute to inadequate health care. Therefore, collecting national data on postpartum maternal morbidity, reforming postpartum care policies, providing holistic and flexible maternal health care, encouraging family support and involvement in support groups, and initiating educational programs are recommended. Further research is needed on issues related to postpartum maternal health.  相似文献   

Teacher preferences for collaborative relationships: Relationship to efficacy for teaching in prevention-related domains     

Gale M. Morrison  Phylis Wakefield  Dorlene Walker  Scott Solberg 《Psychology in the schools》1994,31(3):221-231

Recent movements in educational reform call for increased collaborative activities among school personnel. The present study examines student and practicing teacher preferences for modes of working on a variety of student-related concerns and relationships with personal and general efficacy for teaching in prevention-related areas. Elementary and secondary student teachers and practicing teachers were asked to rate their preference for working on student academic, behavioral, and self-esteem problems. The range of working preferences included working with other professionals (collaborative), letting other professionals handle the problem (expert), and working alone. These working preferences were found to vary according to teacher level of experience and grade level of teaching. Significant relationships were found between collaborative work preferences and personal teaching efficacy.  相似文献   

Is dyslexia a form of specific language impairment? a comparison of dyslexic and language impaired children as adolescents     

Nata K. Goulandris  Margaret J. Snowling  Ian Walker 《Annals of dyslexia》2000,50(1):103-120

Two groups of adolescents with a childhood history of language impairment were compared with a group of developmentally dyslexic young people of the same age and nonverbal ability. The study also included two comparison groups of typically developing children, one of the same age as those in the clinical groups, and a younger comparison group of similar reading level to the dyslexic students. Tests of spoken and written language skills revealed that the adolescents with dyslexia were indistinguishable from those with resolved language impairments on spoken language tasks, and both groups performed at age-expected levels. However, both dyslexic readers and those with resolved specific language impairments showed deficits in phonological awareness. On written language tasks, a different pattern of performance was apparent. In reading and spelling, adolescents with dyslexia performed only as well as those with persistent oral language impairments and younger controls. However, their reading comprehension was better. The theoretical and educational implications of these findings are discussed.  相似文献   

Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing     

J. Bruce Tomblin  Jake Oleson  Sophie E. Ambrose  Elizabeth A. Walker  Mary P. Moeller 《Child development》2020,91(1):e179-e197

This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.  相似文献   

Hopelessly Modern? The Impact of Postmodern Perspectives on the Curriculum—Introduction     

F. Oser    R. Reichenbach  J.C. Walker 《Educational Philosophy and Theory》1999,31(2):221-223

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John Cowan 1998. On Becoming an Innovative University Teacher     

Paul Walker 《Higher Education》1999,37(4):408-409

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Student Plagiarism in Universities: What are we Doing About it?     

John Walker 《高等教育研究与发展》1998,17(1):89-106

Student plagiarism subverts the system of course evaluation, debases qualifications and offends against academic integrity. Research findings from the U.S.A. and the U.K. indicate the widespread nature of student plagiarism in universities. Opportunities for plagiarism among university students appear to be on the increase but there is evidence to suggest that official policies, procedures and responses on the part of some universities and academic staff may be inconsistent and inequitable. Universities need to be more proactive in: developing strategies to raise student awareness of the unacceptability of student plagiarism; developing and enforcing policies aimed at controlling student plagiarism; and setting up programmes to promote academic integrity. A continuum consisting of seven plagiarism behaviours linked to a suggested set of procedures and penalties can be used by academic staff to classify instances of plagiarism and deal with individual cases in a fairer, more consistent manner.  相似文献   

Plain language summaries: Enabling increased diversity,equity, inclusion and accessibility in scholarly publishing     

Adeline Rosenberg  Joanne Walker  Sarah Griffiths  Rachel Jenkins 《Learned Publishing》2023,36(1):109-118

• Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
• The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
• Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
• PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.

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