Aims of IFCC and my own goals     

Jocelyn M. Hicks PhD  FACB  FRCPath 《Indian journal of clinical biochemistry : IJCB》2006,21(2):1-3

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Academic identity,confidence and belonging: The role of contextualised admissions and foundation years in higher education     

Katriona O'Sullivan  Niamh Bird  James Robson  Niall Winters 《British Educational Research Journal》2019,45(3):554-575

This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students.  相似文献   

Within Course Effects of a Training Package for Teachers of the Severely Mentally Handicapped     

Alan Jones  Dr  Colin Robson 《British Journal of Special Education》1983,10(2):17-20

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Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification     

Steinke  Jocelyn  Applegate  Brooks  Penny  Jay R.  Merlino  Sean 《International Journal of Science and Mathematics Education》2022,20(2):255-276

International Journal of Science and Mathematics Education - Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is...  相似文献   

Advanced revelation     

Jocelyn Penny Small 《Archival Science》1988,2(1):2-5

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The Emerging Informationist Specialty: A Systematic Review of the Literature     

Jocelyn A. Rankin  Suzanne F. Grefsheim  Candace C. Canto 《Journal of the Medical Library Association》2008,96(3):194-206

Purpose:

A systematic literature review was conducted to synthesize what is known about informationists, highlight program models, and suggest areas for future research.

Methods:

Articles retrieved through database searching were reviewed for relevance. Informationist case reports were identified and coded according to an attributes checklist. Data from other retained publications were synthesized under broad themes. The few research studies found were reviewed for level of evidence.

Results:

Of 113 papers reviewed, the study identified 7 classic and 8 emerging informationist programs. Two major models are apparent, clinical and research, with priorities differing according to program maturity. The literature synthesis also brought together current thinking about informationist qualifications; practice roles; setting characteristics; education and training; organizational, programmatic, and service provider success factors; and challenges and barriers. Program outcomes to date are reported, and future research topics suggested. Specific findings will assist informationist program planners.

Conclusions:

While the informationist concept remains in the early adopter stage, it appears that domain knowledge, continuous learning, and embedding (working in context) are essential to success. The need for librarians to transition to greater specialization and libraries to emphasize customized service was underscored. A research agenda focused on information management, dissemination, behaviors, and economics is proposed.

Highlights

• After years of emphasizing the generalist librarian, health sciences librarians must become more specialized, paralleling the health care environment in which they work.
• An embedded informationist is more likely to achieve credibility, acceptance, and sustainability than an impersonal information service provided at a distance.
• Subject expertise is essential for the informationist.
• Model informationist programs with the greatest stability are library funded.
• Because informationist programs are inherently targeted to small groups, multisite studies are necessary to achieve robust evaluation.

Implications

• A library starting an informationist program should review existing models, identify local needs, set program objectives, and then select the most appropriate approaches for its users.
• Programmatic emphasis should be placed on both technical and service excellence.
• Organizational commitment is needed for knowledge integration into practice and for the informationists'' lifelong learning.

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Maternal influences in early social visual behavior     

H A Moss  K S Robson 《Child development》1968,39(2):401-408

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The relation between the amount of time infants spend at various states and the development of visual behavior     

H A Moss  K S Robson 《Child development》1970,41(2):509-517

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Secondary school pupils' motivations to use an Integrated Learning System     

Andrew Presland  Jocelyn Wishart 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):663-668

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Where have they gone? Issues in transition and progression for special school leavers     

Alan Dyson  Nick Meagher  Elaine Robson 《Journal of Research in Special Educational Needs》2002,2(2)

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.  相似文献