Describes and critiques emerging issues about Internet access in schools and school libraries. Discusses software products for filtering and rating expressive content on the Internet, reader-response-theory implications for filtering and rating Internet content, ambiguities, and the role of school librarians and acceptable-use policies. (AEF)
Discusses evaluation of the teacher-librarian and describes nine areas of competence deemed necessary by the Canadian School Library Association (CSLA): (1) administration; (2) selection of learning resources; (3) acquisition, organization, and circulation of resources; (4) guidance; (5) design and production of resources; (6) information…
Full Text Available ???????????????????????????????????,?????????????????????,?????????????????????????????????,???????????????????????????????,????????????????????????????????,?????????????????????????????????:(?)?????????????????????,????????????????????????????;(?)??????????????????????????????????????????????,?????????;(?)?????????????????????????????;(?)??????????????????????,???????; (?)??????????????????????,????????????,????????????????????,????????The purpose of this research was to solve the problems occurring when elemen- tary teacher librarians and teachers collaboratively design integrated infor- mation literacy instruction. The collaborative action research was used as a framework in this study. The researchers, a teacher librarian, and three teach- ers worked together to implement four action plans, which lasted for one and a half years. During the research process, the methods of collecting data in- cluded observation, interviews, document collection, and survey. The research results showed the following possible strategies for improving the collaboration between the teacher librarians and teachers: 1. In the stage of collaborative initiation, the teacher librarian and teachers should actively invite each other, or join school research projects to start designing the integrated curriculum; 2. In the stage of collaborative planning, they should start to plan the detailed in- structional contents for the coming semester during summer or winter breaks, and the instructional schedule should be flexible; 3. In the stage of collabora- tive implementation, they should co-teach and allocate dedicated time for dis- cussion and reflection; 4. In the stage of collaborative evaluation, they should develop both of evaluation methods and rubrics, and assess students together; 5. In the stage of collaborative reflection, the teacher librarian should invite teachers to examine the curriculum comprehensively when it is finished, and in an ideal situation, they can collect all the documents into a portfolio for a ref- erence in the future.
Lin Ching Chen; Chia-Hui Lee
Highlights the major professional and personal competencies necessary for teacher-librarians that were developed by the Association for Teacher-Librarianship in Canada (ATLC) and the Canadian School Library Association (CSLA). Topics include the role of the teacher-librarian, impact on school culture and student achievement, collaboration with…
Teacher Librarian, 1998
Full Text Available If you’ve visited a school library recently, you’ll know that it’s a very social place. Theonly straight rows you will see in this classroom are in the stacks. Collaboration is thefocus of teaching and learning strategies in the school library program. Teacherlibrarianscollaborate with classroom teachers to plan, teach and assess research units.The instructional approach in the library is constructivist, with students creating theirown understanding, most often through collaborative activities, and the conversationcontinues with the school library providing fundamental support for independent readingand engagement in reading. There is no program in the school that is better suited toexploiting the possibilities of social software.
Anita Brooks Kirkland
This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used…
Montiel-Overall, Patricia; Hernandez, Anthony C. R.
From PBS, this Dragonfly TV website offers a collection of activities and resources aimed at getting kids psyched about science. A wide variety of site offerings include: matching games featuring animal tracks, and types of fruit; riddles about things like wart removal, cow-derived electricity, and weighing whales; video clips about bugs, and archaeology; and experiment ideas involving a fish mummy, an egg in a bottle, and breathing leaves. The Dragonfly website also hosts a number of message boards for kids. For teachers and parents, the site supplies a range of downloadable, inquiry-based activities in the following subject areas: Body and Brain; Living Things; Earth and Space; Matter and Motion; and Technology and Invention. The site also offers downloadable issues of _My Science Journal_, a magazine from Dragonfly.
Full Text Available Abstract in english The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investig (more) ates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.
Lemmer, E M
Full Text Available The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.
E M Lemmer
This study focuses on the use of the New South Wales (NSW) Department of Education and Training information literacy model in a primary school as the basis for the possible establishment of a culture of transfer of information literacy skills. The study used constructivist grounded analysis to interpret data gathered from teachers and principals.…
Herring, James E.; Bush, Stephanie J.
|As colleges of education prepare to meet NCATE standards they will find technically savvy allies and willing partners at their campus libraries. The information literacy and technology targets in the standards of the National Council for Accreditation of Teacher Education (NCATE) parallel the information literacy standards developed by the…
Birch, Tobeylynn; Greenfield, Louise; Janke, Karen; Schaeffer, Deborah; Woods, Ada
Full Text Available The purpose of this study was to explore the areas of cooperation inwhich parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’ views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation to collaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.
Franc Cankar; Tomi Deutsch; Sonja Sento?nik
This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and ...
Steh, Barbara; Kalin, Jana
The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parental influence on school decision...
Cankar, Franc; Deutsch, Tomi; Sentocnik, Sonja
Full Text Available This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and parents, as it includes the distribution of expertise and control with the purpose of ensuring optimal education for children. It enables the creation of an interactive working relationship in which all of those involved are respected and recognised in their efforts to achieve common goals.The second part presents the findings of an empirical study carried out on a representative sample of Slovene primary schools. Teachers (N = 467) and parents (N = 1,690) were asked to express their pinions about the need for mutual cooperation, their view of each other when fulfilling their respective roles, and where they perceive the main obstacles to mutual cooperation. It became evident that teachers and parents have doubts about each other’s competence. This does not form a solid base on which to establish and build the necessary partner relationship, and along with it mutual cooperation. Yet both groups to a large extent agree that teacher-parent cooperation is both necessary and useful. This gives rise to the question as to how to ensure that schools adopt policies promotingopportunities for better understanding, for building quality mutualrelations and for parents to become more actively involved.
Barbara Šteh; Jana Kalin
Academic Librarians Have Concerns about Their Role as Teachers. A Review of: Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008): 51-71.
Full Text Available Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.” Design – A literature review extended by qualitative semi-structured interviews.Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.”Subjects – Six academic librarians.Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring2004 with six librarians (five women and one man), whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives”(Centre for Health Evidence).Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from thedata. The first theme was the centrality of teaching. Each participant sought out a position where the teaching role was valued.The role of teacher spilled over into the other roles of the librarian, i.e., reference service, collection development, etc. Thenext theme was the importance of collegial and administrative support, which is critical to the ability to focus on work as a teacher. The stress of multiple demands emerged as a theme, as time dedicated to teaching was often at the expense of something else. Another theme was the problems with professional education around teaching. Instruction course offerings in library schools were reported to be meagre, and some were badly planned and executed. The fifth theme involved stereotypes and misperceptions. Studies have shown that the academic library profession has been poorly understood by students and faculty. Study participants believed that many of their campus colleagues were either unaware of what they did, or were misinformed by popular culture stereotypes of librarians.Conclusions – The small sample size precluded the making of any definite conclusions based on the study results. Other limitations of the study include the relatively short amount of time spent in the interview process and the narrow range of librarians chosen to participate. The author notes that a subject pool more representative of academic librarians’ full range of opinions regarding the importance of teaching as a professional responsibility would have resulted in more complex themes emerging. While the author is aware of the study’s limitations, he feels there is value in the qualitative research design, in giving voice to individual librarians, and in the provision of insight into some of the research questions found in the literature of learning to teach and of teacher identity. Given the limitations, Walter makes three conclusions about his findings. He points out the lack of a formal introduction to teaching in many library programs which has been explored by other studies and concludes that his study “suggests that continuing lack of attention to this issue results in a difficult introduction into the profession for
Discussing the teaching of evolution with concerned parents is a challenge to any science teacher. Using the medical education pedagogy of standardized individuals within the field of teacher education, this article addresses how preservice science teachers elected to verbally interact with standardized parents who questioned the teaching of…
Dotger, Sharon; Dotger, Benjamin H.; Tillotson, John
This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel. A discriminant analysis found…
Addi-Raccah, Audrey; Ainhoren, Ronit
Designed as a handbook for primary grade parent volunteers in Kings County Schools (California), this publication provides information on compensatory education and parent involvement. The following special programs are explained briefly: Title I of the Elementary and Secondary Education Act (ESEA), Title IVB of the ESEA, Senate Bill 90 for…
True, Douglas; Ehda, Patty
This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.e., role construction and efficacy), and teachers reported on the quality of their relationships with parents and children's adaptive functioning (i.e., social and adaptive skills) and externalizing behaviors. Results indicated that parents' motivational beliefs were related significantly and positively to children's adaptive functioning and negatively to children's externalizing behaviors. Parents' motivational beliefs were also significantly associated with enhanced parent-teacher relationship quality. There was a significant medium-sized indirect effect of parents' motivational beliefs on children's adaptive functioning through parent-teacher relationship quality (k(2)=.12) and a small indirect effect of parents' motivational beliefs on children's externalizing behaviors (k(2)=.05). This research suggests that parent-teacher relationship quality may be one mechanism by which the benefits of parents' motivational beliefs are transmitted to children.
Kim EM; Sheridan SM; Kwon K; Koziol N
Full Text Available Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative.Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.
Joyce Yukawa; Violet H. Harada
Full Text Available Becoming a reader involves gaining the meaning of the activities involved which includes the purposes, values and roles that are part of the activity. At home literacy is contextualised and a child becomes aware of the uses and practises of reading in his or her culture. This home based literacy is a more natural form of literacy and must be distinguishedfrom school based literacy which is a more organised, systematic literacy. Teachers need to be aware of the important role that preliteracy experience plays in a child's ability to learn to read successfully. They can then provide experiences that will help those children who come to school without the prerequisite emergent literacy skills to become good readers. Teachers will benefit from being aware of family literacy practices and encouraging parents to become involved in their children's reading, because this will help children to make reading and general literacy activities more meaningful. Children who become successful readers associate books with enjoyment and are therefore willing to make the effort to become readers. This is more likely to happen with the support from the family. Research indicates that a key predictor of student success is family involvement in children's education (Ginsburg, 1999:3). Om 'n leser te word, hou in dat betekenis gevorm moet word van die aktiwiteite wat by lees betrokke is, nl die doel, waardes en rolle wat deel van die aktiwiteite. Geletterdheid word by die huis gekontekstualiseer en 'n kind word bewus van die gebruike van en praktyke vir lees in sy of haar kultuur. Hierdie huisgebaseerde geletterdheid is die natuurlikste vorm van geletterdheid en moet onderskei word van skoolgebaseerde geletterdheid wat 'n meer georganiseerde sistematiese soort geletterdheid is. Onderwysers moet bewus wees van die belangrike rol wat voor-geletterdheidervaring speel in In kind se vermoe om suksesvol te leer lees. Hulle kan dan geleenthede organiseer wat daardie kinders sal help wat sonder die voorvereiste ontluikende geletterdheidsvaardighede skool toe kom om goeie lesers te word. Onderwysers sal voordeel daaruit trek as hulle bewus is van gesinsgeletterdheidspraktyke en ouers aanmoedig om betrokke te raak by hulle kinders se leesontwikkeling omdat dit kinders sal help om lees en algemene geletterdheidsaktiwiteite meer betekenisvol te maak. Kinders wat suksesvolle lesers word, assosieer boeke met genot en daarom is hulle gewillig am moeite te doen om lesers te word. Dit sal makliker gebeur met die ondersteuning van die gesin. Navorsing dui daarop dat 'n sleutelvoorspeller van 'n leerder se leessukses sy gesin se betrokkenheid by hulle opvoeding is (Ginsburg, 1999:3).
|Parent empowerment includes the ability to meet the needs of one's family while feeling in control. This phenomenological study seeks to understand the experience of 71 parents of children with disabilities who participated with pre-service teachers in a 16-week special education course between 2006 and 2010. Analysis of pre-course and…
Murray, Mary M.; Handyside, Lisa M.; Straka, Leslie A.; Arton-Titus, Tabatha V.
The present study investigated whether salient preadolescent behaviors and experiences predicted parents' and teachers' underestimation of preadolescents' shyness. Participants included a community sample of 129 fifth and sixth graders, along with one parent and teacher per preadolescent. Preadolescents, parents, and teachers provided reports about preadolescents' shyness, and parents and teachers rated preadolescents' prosocial and aggressive behaviors, peer victimization experiences, and academic performance. Results indicated that parent- and teacher-reported prosocial behavior, teacher-reported aggressive behavior, and parent-reported peer victimization were associated with lower parent and teacher reports of preadolescent shyness, relative to preadolescent reports, controlling for demographic variables and parent stress. Additionally, higher parent-reported academic performance was associated with lower teacher reports of preadolescent shyness, compared to preadolescent reports. These findings suggest that preadolescents with higher levels of relatively conspicuous behaviors and experiences feel more shyness than their parents and teachers report.
Tu KM; Erath SA
Full Text Available The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teaching efficacy of TES and ZdUR was only 0.01. Teachers inthis sample had better scores in all dimensions of ZdUR than those of TES, with theexception of engaging parents in school activities. Scores of four teachers in TES andZdUR were analysed to document the possibility of making the individual profiles ofteacher self-efficacy.
Peter Gavora; Jana Majer?íková
The Parents as Teachers (PAT) program is a parent-education program that includes home visiting and is designed to begin prenatally or at birth. Through home visits, visitors called parent educators help parents to strengthen their parenting skills and knowledge of child development and to prepare young children for school. This article describes the PAT program and reports the results of evaluations of two randomized trials of PAT: (1) the Northern California (Salinas Valley) Parents as Teachers Demonstration, which served primarily Latino parents in the Salinas Valley of California's Monterey County; and (2) the Teen Parents as Teachers Demonstration, which served adolescent parents in four counties in Southern California. The two evaluations revealed small and inconsistent positive effects on parent knowledge, attitudes, and behavior, and no gains in child development or health, when analyses compared the experimental and control groups overall. However, subgroup analyses in the Salinas Valley program indicated that children in primarily Spanish-speaking Latino families benefitted more than either non-Latino or English-speaking Latino families, with significant gains in cognitive, communication, social, and self-help development. Subgroup analyses in the Teen PAT Demonstration indicated that families that received both PAT services and comprehensive case management services designed to help mothers improve their life course benefitted most. Subgroup analyses in the Salinas Valley study suggested that children in families that received more intensive services benefitted more than children whose families received less intensive services. Results from that study suggested that home visits produced about a one-month developmental advantage per 10 visits for participating children.
Wagner MM; Clayton SL
The Parents as Teachers (PAT) program is a parent-education program that includes home visiting and is designed to begin prenatally or at birth. Through home visits, visitors called parent educators help parents to strengthen their parenting skills and knowledge of child development and to prepare young children for school. This article describes the PAT program and reports the results of evaluations of two randomized trials of PAT: (1) the Northern California (Salinas Valley) Parents as Teachers Demonstration, which served primarily Latino parents in the Salinas Valley of California's Monterey County; and (2) the Teen Parents as Teachers Demonstration, which served adolescent parents in four counties in Southern California. The two evaluations revealed small and inconsistent positive effects on parent knowledge, attitudes, and behavior, and no gains in child development or health, when analyses compared the experimental and control groups overall. However, subgroup analyses in the Salinas Valley program indicated that children in primarily Spanish-speaking Latino families benefitted more than either non-Latino or English-speaking Latino families, with significant gains in cognitive, communication, social, and self-help development. Subgroup analyses in the Teen PAT Demonstration indicated that families that received both PAT services and comprehensive case management services designed to help mothers improve their life course benefitted most. Subgroup analyses in the Salinas Valley study suggested that children in families that received more intensive services benefitted more than children whose families received less intensive services. Results from that study suggested that home visits produced about a one-month developmental advantage per 10 visits for participating children. PMID:10414012
Wagner, M M; Clayton, S L
Full Text Available Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children’s future, and education may gain from stronger cooperation between school and parents. Some research shows that even illiterate parents may support their children’s training in a second language (Cummins, 1986/2001, p. 665). Dialogues between teachers and parents promote mutual understanding and increase parents’ knowledge of school and society. This might make the parents trust society more, enhance their acculturation and reduce future intergenerational conflicts (Portes & Rumbaut, 2001). A professional teacher needs cultural knowledge and understanding in order to give her/his students an education adapted to their needs. Migrant students especially should feel that there is coherence in their education, because cultural conflicts sap their energy and may also cause identity problems and lead to lack of motivation. For teachers it is important that education policy provides for equal opportunities. Norway has an inclusive policy concerning immigrant children. The students have language support to a certain degree both in their mother tongue and in Norwegian when needed. Parents and schools are obliged to cooperate in education, and some support is therefore given to translation. Cooperation is required by conferences and meetings. There are gains for all parties in cooperation between school and migrant parents, but it is difficult to develop mutual cultural understanding for all students and equal opportunities for migrant students. This requires a clear school policy, the means to implement it, and teacher competence. It takes a process to learn how to cooperate and give adequate support. The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved.
Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated same-gender targets more negatively than they rated heterosexual targets, and they rated targets of gay men more negatively than they rated lesbians; however, response patterns varied by participant sex. Furthermore, implicit measures of sexual prejudice generally correlated with explicit and behavioroid measures. The implications of these findings are discussed.
Herbstrith JC; Tobin RM; Hesson-McInnis MS; Joel Schneider W
This guide provides teachers with materials, information, and classroom activities to enhance any drinking water curriculum. Students can use the activity sheets to further lessons and stimulate thought. Parents can use the guide to develop science projects that will provoke thought, encourage research, and provide a scientific approach to…
Environmental Protection Agency, Washington, DC.
For a successful parent-teacher conference, three main steps need to be addressed: preconference homework, communication during the conference, and followup. Each of these steps is addressed in this article, and a sample form for conference record keeping is included. (IAH)
Meyers, Kenneth; Pawlas, George
OBJECTIVE: Little research has been carried out on the behaviours that lead to children's successful participation in work roles at school. The objective of this study was to identify some of the elements critical to participation of students by listening to the perspectives of teachers and parents of children who have difficulties with school work. The study is part of a larger research project aimed at developing an assessment tool to describe the participation of children at school with particular reference to students who experience a difficulty with learning. PARTICIPANTS: 50 teachers and 44 parents of children referred to occupational therapy for problems with school work. METHODS: A survey approach using an open ended written response questionnaire. RESULTS: The findings indicated that there are core elements of participation in work that are commonly perceived as crucial by teachers and parents. These included common definitions of work participation with the emergence of several themes relative to work roles and meaning, opportunity for inclusion in school work, risk taking and enjoyment as part of work, and thinking processes. Differences between teacher and parent responses related to perceived reasons for a difficulty with participation, activities which require high levels of participation and aspects of participation that are most difficult to change. CONCLUSION: This study provided descriptive data on which to build further research into children's experiences of work, and highlights the need for occupational therapists to consider perceptions of key stakeholders when assessing children's work ability at school.
Lowe S; Chapparo C
|The goal of this study was to examine how and to what extent secondary teachers have implemented educational reforms in China that have had a direct impact on students, teachers, and parents. The survey concluded that teachers and parents liked the reform initiatives. Most teachers were able to make changes that supported the reforms even though…
Joong, Peter; Ying, Xiong; Lin, Li; Jian, Pan Chun
Full Text Available The partnership of parents, teachers, and schools is necessary to develop effective school food interventions. To gather parents’ and teachers’ opinions and perceptions about the school food policy, 884 parents and 70 teachers of preschoolers completed a questionnaire. School food policy is an issue of importance for parents and teachers: the majority agrees that schools should restrict the availability of snacks and soft drinks; however, to replace fruit juice and sugared milk drinks with sugarless alternatives will take special effort. Fruit is not always available at school, although parents would appreciate it. Parents of lower educational level are in general more permissive.
Carine Vereecken; Hilde van Houte; Veerle Martens; Isabelle Wittebroodt; Lea Maes
Full Text Available All areas of education face changes and challenges constantly. Early childhood education is no exception. A recent challenge teachers face in early childhood education is the advent of inclusion. Implementing inclusion in early childhood classrooms creates more diversity among the children. Inclusion of students with various disabilities has caused concern among parents and teachers. There are some concerns that need special attention when including students with disabilities in the early childhood classrooms. Reforming public education to accommodate the needs of special education children placed in regular classrooms is a vital issue .For several years there have been arguments concerning the placement of children with disabilities in the regular classrooms. When inclusion children are placed in the regular classrooms the teachers are required to provide individualized instruction for the inclusion children. This may take away the time the teacher have to spend with the other children. The inclusion of children in regular classrooms have been both positive and negative effects. This means, with respect to all stages of the education system, including early childhood, that all children , regardless of their disability, can attend their local educational setting, and have their learning and development needs met through the provision of high-quality care and education For inclusive early childhood education to be successful, early childhood teachers as well as parents and members of the wider community need to embrace and practice inclusion. Parents of children without disabilities may bring with them attitudes and understandings that can lead to social exclusions, restrictions and disadvantages for all children with disabilities and their family in their early childhood setting and neighbourhood community. In this paper, we tried to highlight the attitudes and understandings of some parents of non-disabled children towards the inclusion and teaching of children with disabilities in regular early childhood settings and the consequences that resulted from the exclusionary and inclusionary constructions that these parents took up to define and understand disability and inclusion. We then offer some ideas and strategies for dialogue that may help early childhood teachers appropriately respond to this issue at own capacity .
PRASHANT THOTE; L MATHEW; D.P.S RATHOURE
Full Text Available Teachers and parents play an important role in developing and maintaining stereotype beliefs in children and youth, and therefore this paper discusses their role and importance for the development and manifestations of stereotypes in children. Authors' intention is to introduce the readers to the developmental prerequisites of stereotype formation in children and youth, to point out to the ways in which adults exert influence on children's understanding of stereotypes and to discover how stereotypes mediate in the interaction between teachers and parents. Studies imply that the development of stereotype beliefs in children is conditioned by developmental changes on the cognitive level and that the first indications of stereotypes occur in the third, that is, fourth year of life. The first sources of stereotype formation are parents, who, as a model for socialization, promote the social and cultural norms and express certain behavioral patterns which are then "imprinted" in the repertoire of child's behavior. Teachers present an important source of stereotypes, whether we are talking about their roles in carrying over the pattern of the dominant culture or we are dealing with the stereotypical perception of the pupils of different categories (such as, for example, ethnic background, gender). This paper also points out to the categories of pupils that are more sensitive to stereotypes in educational context.
?eri? Ivana; Studen Rajka
Full Text Available Starting from the assumption on the importance of influence that school and family exert on child development, the paper analyzes the effects of parental treatments on child social behavior. Empirical evidence proves that parents who contribute to the fullest extent to their children’s successful adaptation to school conditions, possess a specific style of communication with their children: they consistently support just behavior standards encourage a two-way communication, respect child’s opinions, are highly expectant of child’s responsible and mature behavior and care about his physical and emotional well-being. However, there is relatively lesser empirical evidence of teacher contributions to child successful adaptation to school conditions. The findings of more recent studies on the problem indicate that adaptation of younger age children significantly correlates with the quality of relations established with teacher, characterized by warmness, conflict absence and frank communication. The possibility of solving the problems children encounter is found in cooperation of school and family. A child generalizes his experience of family interpersonal relations onto relations he will find himself in throughout his life. In addition to family, the classes where cooperative relations intensively develop are a favorable base for socio-emotional development. Democratic and cooperative climate contribute to stronger ties between students. Joint activities of teachers, parents and peers, in and out of the class, are of crucial importance for student optimal socio-emotional development.
Ševkuši?-Mandi? Slavica G.; Miloševi? Nikoleta M.
Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated same-gender targets more negatively than they rated heterosexual targets, and they rated targets of gay men more negatively than they rated lesbians; however, response patterns varied by participant sex. Furthermore, implicit measures of sexual prejudice generally correlated with explicit and behavioroid measures. The implications of these findings are discussed. (PsycINFO Database Record (c) 2013 APA, all rights reserved). PMID:23647242
Herbstrith, Julie C; Tobin, Renée M; Hesson-McInnis, Matthew S; Joel Schneider, W
BACKGROUND: This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. METHODS: In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. RESULTS: Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and teacher ("and-rule") ratings, respectively. When the functional impairment criterion was not considered, the rate reported by parents was higher at 13.28%. DISCUSSION: The theoretical, diagnostic and cultural implications of the findings are discussed.
Gomez R; Hafetz N; Gomez RM
Collaboration is widely promoted in school librarianship and education, yet little is known about the talk it entails. This intrinsic case study of eight planning meetings employed a discourse analysis and socio-cultural perspective to examine the school librarian's role as a broker for learning in the discourse of collaborative planning with…
Kimmel, Sue Crownfield
BACKGROUND: Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. METHODS: A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. RESULTS: All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of students' attitude towards the starting time of school sex education. CONCLUSION: All study participants have a need to start sex education at school. All study participants said that at early age (Primary school) the content of school sex education is abstinence-only and at later age (secondary school) is added abstinence-plus. School Sex education should be under considers the need of students, teachers and parents.
Fentahun N; Assefa T; Alemseged F; Ambaw F
Full Text Available The article presents a survey on teachers’ qualification for collaborating with parents of primary school children aged between 6 and 12. We investigated the most common difficulties that teachers face in communicating with parents and the way they tackle them. We differentiated the responses obtained according to the teachers’ years of service and the school environment they teach in. The teachers claimed that during their undergraduate studies, they had not received satisfactory training on how to communicate with parents. They believe they are not professionally qualified and they lack a wide array of competences which would facilitate their cooperation with parents. Some of the teachers’ observations are as follows: parents are generally willing to constructively exchange opinions about their children; some of them tend to overestimate their children’s abilities or are unequipped with skills on how to handle their child. One third of teacher respondents noted that they had experienced elements of aggressive behaviour in communicating with some parents. This is why we have introduced some guidelines which might help improve certain situations. In a learning society, teachers’ competences have been changing, becoming more complex and requiring teacher’s permanent professional advancement and adoption of modern educational trends. At the same time, we realise that communication is a twoway interdependent process. Along with the competences of a teacher, we must therefore also consider the competences of parents and their contribution to quality cooperation and effective communication.
Šrot Kristina; Rizman Herga Nataša
Two teachers and a parent used three basic multiple baseline designs to investigate the effects of systematic reinforcement and punishment procedures in the classroom and at home. (1) A fifth-grade teacher concurrently measured the same behavior (tardiness) in three stimulus situations (after morning, noon, and afternoon recesses). Posting the names of pupils on a chart titled "Today's Patriots" was made contingent on being on time after the noon recess, then successively also the morning and afternoon recesses. Tardiness was reduced to near zero rates at the points where contingencies were applied. (2) A highschool teacher recorded the same behavior (daily French-quiz grades) of three students. She then successively applied the same consequences (staying after school for individual tutoring for D and F grades) for each student. At the points where the contingency was applied, D and F grades were eliminated. (3) A mother concurrently measured three different behaviors (clarinet practice, Campfire project work, reading) of her 10-yr-old daughter. She successively applied the same contingency (going to bed early) for less than 30 min spent engaged in one after another of the behaviors. Marked increases in the behaviors were observed at the points where the contingency was applied.
Hall RV; Cristler C; Cranston SS; Tucker B
OBJECTIVE: The objective of this study was to assess the oral health-related quality of life between the parents and the teachers of disabled schoolchildren in Kuwait. SUBJECTS AND METHODS: The three category response version of the General Oral Health Assessment Index (GOHAI) (12 questions, always, sometimes, never) was used in the questionnaires in Kuwait. Three hundred and eight (308) parents and 112 teachers were enrolled in this study. RESULTS: The mean age of the parents was 45 ± 9.9 years and of the teachers 38 ± 8.4 years. The mean GOHAI was 27.2 ± 3.5 among the parents and 27.8 ± 3.3 among the teachers (p = 0.091). GOHAI was higher in the older age groups (p = 0.002) and among the parents with a university education (p < 0.001). GOHAI was also higher with increasing toothbrushing frequency among the parents (p = 0.047) and the teachers (p = 0.003). Altogether, 203 (66%) of the parents and 85 (76%) of the teachers were always able to swallow comfortably; 123 (40%) of the parents and 41 (37%) of the teachers were able to eat without discomfort. Overall, 132 (43%) of the parents and 41 (37%) of the teachers were always pleased and happy with the looks of their teeth and gums, or dentures. The Cronbach's alpha (0.83) indicated a high degree of internal consistency between different GOHAI items. CONCLUSION: There seemed to be no difference in the impact of oral health on the quality of life between the parents and the teachers of disabled schoolchildren. Oral health had a relatively weak impact on the quality of life of these adults.
Shyama M; Honkala S; Al-Mutawa SA; Honkala E
The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.
Stormont M; Herman KC; Reinke WM; David KB; Goel N
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than high-risk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school readiness, and reducing conduct problems are discussed.
Webster-Stratton C; Reid MJ; Hammond M
Associations between suicidal behavior and social-ecological variables were examined among 1,618 Latina high school students (mean age = 15) from the nationally representative Add Health sample (68% were U.S.-born). Ideations were associated with having a suicidal friend, lower perceived father support, and overall parental caring. Attempts were associated with having a suicidal friend, and lower perceived teacher and parental support. Peer and mother relationship variables were not predictors of ideations or attempts. The protective role of father and teacher support has not previously been emphasized in the literature. Strengthening connections to parents and teachers may reduce suicidal behavior in adolescent Latinas.
De Luca SM; Wyman P; Warren K
Full Text Available The purpose of this study is to identify the effects of different parenting styles and teachers’ strategies in classroom interaction for emotion regulation development in preschool children. The quantitative approach employed instruments to measure parenting style and emotion regulation scores. The qualitative approach involved classroom observations and interviews with the teachers. The data revealed to implement an authoritative parenting style. In addition, there is a significant difference in the emotion regulation scores. The results indicated that teachers’ act strategies in classroom interactions widely affected children’s emotion regulation. The study suggested both professional development programs and workshops should be applied to develop a consistent approach to classroom interaction.
Yi-Chan Tu; Mei-Ju Chou
|Reports conclusions and implications from a study to assess the worth and conduct of Future Farmers of America (FFA) contest activities in Texas, as perceived by secondary school principals, parents, current FFA members, and teachers of vocational agriculture. (MF)|
White, Inman; Christiansen, James E.
The role that a public librarian can play in teaching on-line research classes is put forth. The manner in which school and public librarians can work together to help teachers and students deal with information overload is discussed.
More Research Needed on Librarian Teaching Anxiety. A Review of: Davis, Kaetrena D. “The Academic Librarian as Instructor: A Study of Teacher Anxiety.” College & Undergraduate Libraries 14.2 (2007):77?101.
Full Text Available Objective – To identify the types of librarian teaching anxiety and the coping mechanisms that often accompany it and to compare those findings with those described by Showalter in “Teaching Literature”; also, to examine whether perceptions of librarians from both inside and outside the profession influence teaching anxiety.Design – A 35?item online questionnaire created using Zoomerang; a link to the questionnaire was distributed through the Information Literacy Instruction Listserv (ILI?L).Subjects – Subscribers to ILI?L. There were approximately 3,700 subscribers to ILI?L at the time of the study. This electronic mailing list is sponsored by the Instruction Section of the Association of College and Research Libraries and is moderated.Methods – As previously mentioned, a link to the questionnaire was distributed via the ILI?L. Requests for participation were sent to the list three times during the six weeks the survey was open for responses. The questionnaire consisted primarily of multiple choice questions, several with the option to enter a free text “Other” response, as well as four Likert?type questions. After the survey closed, the collected data was analyzed using SPSS. The article did not indicate when the survey was completed.Main Results – 687 responses were collected. Of those, 657 were completed. Surveys were assessed for accuracy, during which 305 responses were eliminated, resulting in 382 “viable” responses (84). Accuracy assessments consisted of throwing out surveys in which respondents answered questions inappropriately, however, an explanation of what constituted an inappropriate response is not included. Nearly three quarters of respondents (74%) indicated they enjoyed teaching. This trend did not appear to be related to the number of years of experience as a librarian. The majority of respondents (58%) had never taught full semester or quarter courses, whereas “virtually all” (86) had taught one?shot instructional sessions. Sixty?three percent of respondents noted being nervous prior to teaching. Although 40% of respondents noted having no physical symptoms of anxiety, of those who did, the main symptoms included sweating and upset stomach. Sixty?five percent of respondents noted experiencing mental or emotional symptoms, mainly identified as worries about being sufficiently prepared and answering tough questions (40%) and fear of public speaking (27%). These mental and emotional symptoms were noted to occur often in the case of 29% of respondents, and at least some of the time in 41% of respondents. Nearly three quarters of the respondents reported using personal strategies for dealing with teaching anxiety, including over?preparation, joining groups where they were able to practice public speaking, and prayer. Most (84%) did not have routines or rituals that they followed prior to teaching.Some additional findings were presented regarding librarians’ perceptions of themselves as well as perceptions of librarians by other faculty. Eighty?four percent of respondents agreed or somewhat agreed that there are many differences in the roles and duties of librarians and paraprofessionals, while 78% agreed or somewhat agreed that faculty do not understand the librarian’s teaching role. Thirty?five percent noted defending teaching roles to other librarians.Conclusion – The role of librarians in academic institutions continues to evolve and include more teaching. As an increasing number of librarians regularly teach and move to teaching semester?long credit courses, the subject of teaching anxiety will continue to grow in importance. This small study draws attention to the need for more research in this area.
Stephanie J. Schulte
Full Text Available This article is based on a descriptive study using survey method and focus group interviews. Thinking skills and problem solving skills are vital for pupils in their daily lives and facing their future challenges. Therefore, parents and teachers play an important role in nurturing these skills among pupils. The objective of the study is to explore parents’ and teachers’ views of pupils’ thinking skills and problem solving skills according to locations of the school (urban and rural). This study also explores parents’ and teachers’ suggestions to enhance pupils’ thinking skills and problem solving skills. The sample consists of 302 parents of the pupils and 104 teachers who are teaching Year 4, Year 5 and Year 6. The quantitative data for the research was collected using questionnaires which were developed by the researchers. Each set of questionnaire consists of 23 items. While the qualitative data was collected through the focus group interview method among parents and teachers to get their suggestions on how to enhance pupils’ thinking skills and problem solving skills. The findings show that the urban parents’ views of children’s thinking skills and problem solving skills is significantly higher than those from the rural. The results also indicate that there is no significant difference between the urban school teachers’ and the rural school teachers’ views of pupils’ thinking skills and problem solving skills. Findings from the focus group interviews show that most parents engage their children in hands on activities at home to enhance their thinking skills and problem solving skills. On the other hand, teachers encourage active participation of pupils in co-curricular activities to enhance pupils’ thinking skills and problem solving skills.
Subadrah Nair; Tang Keow Ngang
|Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper…
Ho, Li-Hsing; Hung, Chang-Liang; Chen, Hui-Chun
This interpretive study explores the relationship between spatial qualities and school-parent engagement in three primary schools which serve low income periurban Indigenous families in north Australia. Drawing from interviews with educators and parents, school-based observations and community fieldwork conducted over the course of two years in…
Lea, Tess; Wegner, Aggie; McRae-Williams, Eva; Chenhall, Richard; Holmes, Catherine
Full Text Available This study investigated the perception of the teaching profession among the parents, teachers and secondary school students in Southwestern Nigeria. Four null hypotheses were tested at 0.05 level. Three potent instruments: Teacher perception of Teaching Profession Questionnaire (TPTPQ), Parent Perception of Teaching Profession Questionnaire (PPTPQ) and Students Perceptions of Teaching Profession (SPTPQ), were validated by the Department of teacher Education for content and construct validity. The test retest reliability coefficient yielded the reliability indices of 0.85, 0.81 and 0.79 respectively. The instruments were administered on 170 sample size: (50) parents, (60) teachers and (60) students. Inferential statistics of t-test and Analysis of Variance at 0.05 level of significance were used to test the hypotheses. The result revealed that there is significant differences in the way the participants perceive teaching profession (N=60 X=2.047, SD=1.137), (N=60 X=1.943, SD=1.007) and parents (N=50, X=1.698, SD = 0.661). It is recommended among other things that government should take the training and retraining of teachers more seriously.
Lawal B. O.
Full Text Available The purpose of the study is to investigate the adolescents’ interpersonal relationships with friends, parents, and teachers when using Facebook for interaction. A total of 740 junior high school students were invited to fill in a questionnaire and 673 questionnaires were available. Data were analyzed using one-way analysis of variance and paired-samples t-test. The analytic result confirms that adolescents with high frequency use of Facebook for interactions can expand their interpersonal relationships with friends than those who with low frequency use, regardless of real-life or virtual relationships. However, their real-life interpersonal relationships with parents may weaken if overly use Internet tools for interactions. Another finding, eliminating the factor of the time on Facebook use, reveals that the adolescents’ real-life interpersonal relationships are stronger than virtual interpersonal relationships, regardless of with friends, parents, and teachers. Combining the above two findings, it is worth noting that the real-life interaction with parents may reduce if overly use Internet tools for interactions. This study contributes to the literature by investigating the adolescents’ relationships with friends, parents and teachers and indicates the potential program when adolescents using Facebook use for interaction. This study, thus, further recommends that parents should be concerned their children about Facebook use.
Shih-Hsiung Liu; Mei-Chun Yin; Tsung-Hsien Huang
Full Text Available The main purpose of this study is to understand the perception of the image and pride of working in the technical and vocational fields from the perspective of parents and teachers in secondary schools. This study was conducted in two zones, namely North (Kedah) and central zone (Selangor). Two schools were chosen from each zone, one from the city (Kajang) and the other one from rural (Dengkil), which are sufficient to obtain the views of parents and teachers. Purposive sampling was selected for the focus group discussions in schools with the participation of PTA members, i.e., parents, teachers, career counselors teachers. The results showed that there were two main themes, namely, positive and negative image of technical education and vocational training among parents and teachers. However, the negative image remained resilient among parents and teachers, especially in deciding on career paths in technical and vocational fields. The researcher also identified several new issues, for example, wastage of manpower in the country, among them due to the weak prerequisite set in selecting students in technical and vocational education system; Students who do not meet the Malay Language (Bahasa Melayu) prerequisite are unable to continue studying skills at higher certificate level. Students of Islamic studies and Arabic Language, students with academic excellence and girls who are interested in technical education and vocational training should be considered as a highly skilled workforce in the future. Some implications of this study were presented as suggestion in formulating policies to improve the image of technical education and vocational training.
Khadijah Alavi; Rahim Md. Sail; Abd Hair Awang
For many years, efforts to improve public schools centered on increased funding, teacher training, tougher curriculum (fewer electives, more math and science), and stiffer graduation requirements. But, from all of these attempts at reform, a basic concept became clear to the nation's educators: major reform of the public schools will not occur…
Lauderdale, Katherine Lynn, Ed.; Bonilla, Carlos A.
Full Text Available Background and objectives: Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms and other mental health problems appear early in life and proper treatment is essential for a positive long-term outcome. The present study examines the level of agreement, and potential gender differences, between parents' and teachers' reports of ADHD symptoms and other mental health problems in 305 Greek children aged between 6-9 years. Methods: Parents and teachers of 147 boys and 158 girls attending the first three grades of 10 primary schools in the wider area of Northern Greece completed the Strength and Difficulties Questionnaire (SDQ- Goodman, 1997) and the Child Attention Profile (CAP- Barkley, 1990). Results: The level of agreement between parents' and teachers' reports was low to moderate for the SDQ (0.16-0.34) and satisfactory for the CAP (0.60-0.66). Parents reported more hyperactivity, emotional, and conduct problems than teachers according to SDQ and more overactivity and attention-deficit with hyperactivity according to CAP. Gender differences in ratings were found as well, since boys were reported as being more hyperactive according to SDQ and as having more overactivity and attention-deficit with hyperactivity according to CAP than girls. Conclusions: Findings are discussed in terms of the importance of using multiple informants to gather data on disruptive behaviour through rating scales.
Vaya Papageorgiou; Efrosini Kalyva; Vaios Dafoulis; Panos Vostanis
This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth's Emotional Engagement scale, was significantly associated with positive changes in youths' relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed.
Chan CS; Rhodes JE; Howard WJ; Lowe SR; Schwartz SE; Herrera C
Full Text Available Abstract Background Victims of bullying in school may experience health problems later in life. We have assessed the prevalence of children's health symptoms according to whether peer victimization was reported by the children, by their teachers, or by their parents. Methods In a cross-sectional study of 419 children in grades 1-10 the frequency of peer victimization was reported by children, teachers and parents. Emotional and somatic symptoms (sadness, anxiety, stomach ache, and headache) were reported by the children. Frequencies of victimization reported by different informants were compared by the marginal homogeneity test for paired ordinal data, concordance between informants by cross-tables and Spearman's rho, and associations of victimization with health symptoms were estimated by logistic regression. Results The concordance of peer victimization reported by children, teachers, and parents varied from complete agreement to complete discordance also for the highest frequency (weekly/daily) of victimization. Children's self-reported frequency of victimization was strongly and positively associated with their reports of emotional and somatic symptoms. Frequency of victimization reported by teachers or parents showed similar but weaker associations with the children's health symptoms. Conclusion The agreement between children and significant adults in reporting peer victimization was low to moderate, and the associations of reported victimization with the children's self-reported health symptoms varied substantially between informants. It may be useful to assess prospectively the effects of employing different sources of information related to peer victimization.
Løhre Audhild; Lydersen Stian; Paulsen Bård; Mæhle Magne; Vatten Lars J
Designed to assist parents and teachers in understanding the complex procedures of special education, this book describes the process for obtaining school services for children with disabilities. An introduction reviews six major provisions of the Individuals with Disabilities Education Act (IDEA) that relate to children's rights to a free,…
Anderson, Winifred; And Others
Full Text Available This paper has sought to explore the everyday experiences of parent-teacher bullying within a purposefully selected American International school.The paper utilises a qualitative approach targeting an American International school using a small semi-structured questionnaire creating a focused element of context and flexibility. 12 parents were randomly chosen from 35 that were available and willing to share their needs and experiences and the interview method was used as the data-collecting vehicle. This paper addresses issues raised from parent’s experiences of bullying.The 3 developed research questions were mapped to 6 major themes, and were supported by 13 sub-themes. The presented qualitative data outcomes highlight the various experiences, perspectives and challenges that parent’s perceive they face.The impact of this research suggests that the perceived complexities of dealing with bullying between parents and teachers may be mitigated with appropriate training and specialist guidance leading to the application of 8 outcomes..
Full Text Available Contextualisation My research explores the relationships between the parent/carers of children with special educational needs and their teachers. The section of analysis detailed in this paper draws upon the interviews given by the mother as parent (P) and class teacher (T) of an 11 year old boy described as having ‘emotional and behavioural difficulties’. Using a phenomenological perspective, microsystems and/or environments are described in terms of how they are perceived or experienced by the participants. The analysis is viewed through two lenses: the sociocultural view of development proposed by Bronfennbrenner’s Ecology of Human Development (1979), in which an ecological approach is taken to the analysis of human relationships, and Wenger’s work on Communities of Practice (1998) which presents a theory of learning as a process of social participation. Abstract: Parent-teacher relationships operate at different points along a continuum of engagement involving two or more participants engaged in common, complementary or independent undertakings. My research has a particular focus upon the (often problematic) relationships between the parent/carers of children with special educational needs and their teachers. In this paper, the theories of both Wenger and Bronfenbrenner are discussed and utilised to reflect individuals existing within layers of relationships and influences. The paper highlights the way in which a parent, teacher and child, concurrently involved in more than one community or microsystem at work and at home, are subject to the influence of different ecosystems. The analysis of dyadic interviews is used to demonstrate that both context and setting can be instrumental in explicating parent-teacher relationships. The final section of the paper demonstrates that a workable definition of ‘what matters and what doesn’t matter’ cannot be presumed to be shared by parents and teachers. Negotiation of meaning is an integral part of the informal ‘communities of practice’ formed when people pursue a shared enterprise over time. ‘Communities of practice’, in Wenger’s terms, or ‘joint activity dyads’, in Bronfenbrenner’s terms, are emergent structures resulting from collective learning with both developmental and transformative potential for all involved in the education of children.
Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children’s future, and education may gain from strong...
Reading achievement and academic challenges of Sudanese children were investigated. Sudanese parents, and their children, and English as a Second Language (ESL) teachers were interviewed. Parents' and children's interviews were transcribed and four themes were generated from the data: Cultural Differences/Practices; Parent roles and expectations;…
Walker-Dalhouse, Doris; Dalhouse, A. Derick
Full Text Available Abstract:Parent-teacher communication is crucial to children’s education. The literature reveals that parents’ involvement in their children’s education improves outcomes in areas such as learning, attendance, behavior, and graduation rates. Increased and meaningful communication between home and school is likely to enhance parent involvement and may consequently support students’ learning. Schools are using various forms of technology to increase school/home communication, including voice mail, e-mail, school and classroom websites, and web access to individual student information such as attendance, grades, and student portfolios; however, this use is not consistent or widespread. This paper examines the most prevalent parent-teacher communication in a K-12 educational setting and explores various communication options to improve parent-teacher communication. The focus is to examine the communication needs between teacher and parents and the benefits of combining traditional synchronous and asynchronous communication with newer communication technologies to meet these needs.Resumen:La comunicación entre padres y maestros es crucial para la educación de los niños. La literatura revela que la participación de los padres en la educación de sus hijos mejora los resultados en áreas como el aprendizaje, asistencia, conducta, y en las tasas de graduación. Una comunicación efectiva entre la familia y la escuela aumenta la participación de los padres en la educación de sus niños y consecuentemente mejora el aprendizaje de los estudiantes. Las instituciones educativas están utilizando diversas formas de tecnología para incrementar la comunicación familia-escuela, entre ellas están el buzón de voz, el correo electrónico, páginas Web de las escuelas con acceso a la información personal de cada estudiante (asistencia, calificaciones, y actividades escolares). No obstante, este uso no es consistente o masivo. Este ensayo examina las necesidades de comunicación entre los maestros y los padres y los beneficios de combinar comunicación tradicional, sincrónica (tiempo real) y asincrónica (con retraso), utilizando nuevas tecnologías de comunicación para satisfacer estas necesidades.
Diabetes is a common chronic illness among school-age children. The school nurse collaborates with the student, parents, and teachers to help the child manage their diabetes effectively. Very little is known about the relationship between school nurse interventions and parent/teacher perceptions of the child's self-management. We examined this relationship in a sample of 69 school-age children who received case management from school nurses. Our findings suggest that teachers and parents do not always agree on how well a child manages their illness. When school nurses provide more education and counseling, parents are more likely to perceive an improvement in their child's self-management. Teachers are more likely to perceive an improvement when the nurse provides more classroom visits and includes the physical education teacher and guidance counselor. These findings suggest that the roles of educator, counselor, and collaborator are important for school nurses who provide care to school-age children with diabetes.
Peery AI; Engelke MK; Swanson MS
Full Text Available The Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997) is one of the most commonly used measures of mental health in children and young people and has been translated into more than forty languages. This paper discusses the translation of the SDQ in Maltese and explores the structure and use of the teacher and parent Maltese translations. 4797 school teachers and 2865 parents completed the Maltese teacher and parent SDQ respectively. The results indicate that the Maltese SDQ, particularly the teacher version, meets the basic psychometric properties which make it a useful index of social, emotional and behaviour difficulties and prosocial behaviour amongst Maltese children and young people. Exploratory factor analysis suggests that the Maltese version clearly discriminates between difficulty and prosocial behaviour, and that it may be closer in fit to a three factor model, namely internalized difficulties, externalized difficulties and prosocial behaviour. While there are a number of variations, which may be explained by the local educational and socio-cultural context, Maltese mean scores are quite comparable with international SDQ norms. In view of a number of limitations, however, the use of the Maltese SDQ needs to be used with caution and further research into its psychometric properties is suggested.
Carmel Cefai; Liberato Camilleri; Paul Cooper; Lara Said
The efficacy of parents’ meetings in primary schools in the UK is an area in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase app...
The Actions of Teacher-Librarians Minimize or Reinforce Barriers to Adolescent Information Seeking. A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295.
Full Text Available Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment.Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007).Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States.Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language) in the region.Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix). Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators) support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D). The second set of interviews was audio recorded and transcribed. Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C) within two days of class participation in library instruction. Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study. Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity. Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau).Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney) and were presented through use of narrative captured in both the observations and interviews.Principle 1: Information needs arise from the help-seeker’s situation.The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs.Principle 2: The decision to seek help or not seek help is affected by many factors.Principle 3: People tend to seek information that is most accessible.Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the studen
The Elko County School District in Nevada has elementary school librarians that are "solo" librarians. Over the last several years they have worked to collaborate on meeting monthly--even though the district covers 17,100 square miles--and on providing professional development face to face and online. Sharing and collaboration help them to problem…
"You don't look like a librarian" is a phrase we often hear in the astronomy department or observatory library. Astronomy librarians are a breed apart, and are taking on new and non-traditional roles as information technology evolves. This talk will explore the future of librarians and librarianship through the lens of some of the recent talks given at the sixth "Libraries and Information Services in Astronomy" conference held in Pune, India in February 2010. We will explore the librarian's universe, illustrating how librarians use new technologies to perform such tasks as bibliometrics, how we are re-fashioning our library spaces in an increasingly digital world and how we are confronting the brave new world of Open Access, to name but a few topics.
Lagerstrom, Jill; Grothkopf, Uta
"You don't look like a librarian" is a phrase we often hear in the astronomy department or observatory library. Astronomy librarians are a breed apart, and are taking on new and non-traditional roles as information technology evolves. This talk will explore the future of librarians and librarianship through the lens of the recent talks given at the sixth "Libraries and Information Services in Astronomy" conference held in Pune, India in February 2010. We will explore the librarian's universe, illustrating how librarians use new technologies to perform such tasks as bibliometrics, how we are re-fashioning our library spaces in an increasingly digital world and how we are confronting the brave new world of open access, to name but a few topics.
Full Text Available In the present study we devised scales for teachers’ and parents’ estimation of intellectual, creative and social abilities of fourth grade elementary school pupils. Their scores were related to psychometrically determined ability scores. Ninety-three school pupils in the age range between 9.3 and 11.2 years, as well as their parents and teachers took part. The new rating checklists proved as sufficiently reliable (particularly the teachers’ version). Analyses of validity showed a high correspondence in parents’ and teachers’ estimations of cognitive intelligence, but much lower correspondence for creativity and social ability. Correlating teachers’ and parents’ estimates with the respective psychometric tests shows that teachers and parents were better at identifying intellectual (high)ability than detecting creative and social abilities. With the exception of social (high)ability, where girls were usually regarded as highly socially gifted by their parents, there were no differences in parents’ and teachers’ estimations of boys and girls.
ULRIKE SOMMER; ANDREAS FINK; ALJOSCHA C. NEUBAUER
Full Text Available This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American) in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.
Elizabeth Graue; Melissa A. Clements; Arthur J. Reynolds; Michael D. Niles
Full Text Available The aim of this research was to describe reading environments of elementary school students when taken account of students’, parents’, and classroom teachers’ views. This research also gave some recommendations on what elementary school students’ reading environments should be in the light of literature. For this aim, the data was collected from classroom teachers, parents, and students studying in fourth-grade and fifth-grade by semi-structured questionnaire forms. The descriptive analysis was carried out to analyze the data obtained from the participants. The results of this research revealed that teachers and parents could not become models to support students’ readings. Instead, they orally directed children about their readings. This research also showed that the activities for reading done at homes and at schools do not improve children’s positive motivation toward reading. In addition, the children stated that they would love to get involved in reading activities since these enjoyable activities can increase their interests in reading.© 2012 IOJES. All rights reserved
Seyit Ate?; Çetin Çetinkaya; Kas?m Y?ld?r?m
Full Text Available Librarians are great at taking care of their patrons. We will conduct searches for our patrons and provide them with the resources they need, we contribute to the public good and offer ongoing educational opportunities, and we provide community space in the name of discourse and community building. We also testify in and lobby Congress [...
The Internet Library For Librarians is a portal designed with librarians in mind. Common reference materials, librarianship, and accessories organize the site hierarchically. Under each of these levels exist more levels that further narrow down the visitorÃ¯Â¿Â½s specific focus. Furthermore, the portal forms a community that offers features such as 'add or recommend a site' to further expand the portal's collection. This site is a valuable resource for those who are just entering the field or seasoned professional librarians.
Sha, Vianne T.
Full Text Available The efficacy of parents’ meetings in primary schools in the UK is anarea in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. This leaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.
Societal conditions impacting on parenting have radically changed during the past two decades. There is variation between and within societies depending on social, cultural, political and economic factors. Today, Early Childhood and Care (ECEC) services play an increasingly important role in supporting families with young children during birth to…
Hujala, Eeva; Turja, Leena; Gaspar, Maria Filomena; Veisson, Marika; Waniganayake, Manjula
BACKGROUND: Qualitative research is a method in which new ideas and strategies can be discovered. This qualitative study aimed to investigate parents' and teachers' opinions on physical activity and beverage consumption of preschool children. Through separate, independent focus groups, they expressed their perceptions on children's current physical activity and beverage consumption levels, factors that influence and enhance these behaviours, and anticipated barriers to making changes. METHODS: Multi-cultural and multi-geographical focus groups were carried out in six European countries (Belgium, Bulgaria, Germany, Greece, Poland and Spain). In total, twenty-four focus groups with 122 parents and eighteen focus groups with 87 teachers were conducted between October 2010 and January 2011. Based on a semi-structured interview guide, questions on preschoolers' physical activity (opinions on preschoolers' physical activity, how to increase physical activity, facilitators and barriers of physical activity) and beverage consumption (rules and policies, factors influencing promotion of healthy drinking, recommendations for future intervention development) were asked. The information was analyzed using qualitative data analysis software (NVivo8). RESULTS: The focus group results indicated misperceptions of caregivers on preschoolers' physical activity and beverage consumption levels. Caregivers perceived preschoolers as sufficiently active; they argue that children need to learn to sit still in preparation for primary school. At most preschools, children can drink only water. In some preschools sugar-sweetened beverages like chocolate milk or fruit juices, are also allowed. It was mentioned that sugar-sweetened beverages can be healthy due to mineral and vitamin content, although according to parents their daily intake is limited. These opinions resulted in low perceived needs to change behaviours. CONCLUSIONS: Although previous research shows need of change in obesity-related behaviours, the participants in the current study didn't perceive such. The awareness of parents and teachers needs to be raised concerning their shared responsibility about healthy behaviours in preschoolers. Providing preschool teachers with ready-to-use classroom material will encourage them to change physical activity and beverage consumption, and to implement related activities in the classroom. Involvement in activities that their children perform at preschool will motivate parents to extend these behaviours to the home environment.
De Craemer M; De Decker E; De Bourdeaudhuij I; Deforche B; Vereecken C; Duvinage K; Grammatikaki E; Iotova V; Fernández-Alvira JM; Zych K; Manios Y; Cardon G
BACKGROUND: Treatment trials that enquire into parents' and teachers' views on speech-language interventions and outcomes for primary school-age children are relatively rare. The current study sought perceptions of the process of intervention and value placed on outcomes resulting from a trial of intervention, the Social Communication Intervention Project (SCIP), for children with communication disorders characterized by persistent needs in pragmatics and social use of language. AIMS: To describe parent and teacher views around the process and experience of participating in SCIP intervention, including aspects of collaborative practice; and to gain understanding of parents' and teachers' perceptions of communication outcomes for children who had received intervention. METHODS & PROCEDURES: Parents and teachers of eight children in the intervention arm of the SCIP study participated in semi-structured interviews with a researcher within 2 months of completion of SCIP intervention. The framework method of analysis was used to explore predetermined themes based around a list of topics informed by previous thinking and experience of the research. OUTCOMES & RESULTS: Parents and teachers perceived liaison with the SCIP speech and language therapist as being an important element of the intervention. Indirect approaches to liaison with parents were perceived as effective in transferring information as were brief meetings with teachers. Teachers and parents were able to make explicit links between therapy actions and perceived changes in the child. Work on comprehension monitoring and emotional vocabulary was perceived to be particularly effective with respect to communication outcomes. Parents also reflected that they had adopted different strategies towards communication and behaviour in the home as a result of intervention. The limits of potential change in terms of child communication in areas such as non-verbal communication and pragmatic skills were discussed by parents. CONCLUSIONS & IMPLICATIONS: This analysis has contributed essential information to the evaluation of SCIP by describing the experience of the intervention as delivered, exploring processes of effective implementation and change in the school setting and by describing the value placed on different outcomes by parents and teachers. These findings can inform planning for collaborations between speech and language therapists and teachers and provide useful information about mechanisms of change in different components of the SCIP intervention which have not been individually evaluated before. Information on changes in children's communication skills which were perceived as meaningful to those living and working with the children daily is crucial to the acceptance and translation of the SCIP intervention into practice.
Baxendale J; Lockton E; Adams C; Gaile J
Weight-Based Victimization is a frequent experience for adolescents who are overweight or obese, and is associated with numerous psychosocial and physical consequences for those who are targets of victimization. Assessing targets` preferences for different types of support and intervention has been absent in the context of weight-based victimization, but is needed to help inform potential interventions, motivate action, and identify strategies to help adolescents cope with experiences of weight-related teasing or bullying. Adolescents (14-18 years, N = 361, 40 % female, 71 % Caucasian) enrolled in national weight-loss camps completed an on-line survey. Participants who reported previous experiences of weight-based victimization were surveyed about their preferred interventions from peers, friends, teachers, Physical Education (PE) teachers/coaches, and parents. Participants indicated their preferences for specific strategies pertaining to target support, bullying intervention and prevention (e.g., inclusion in peer activities, confronting the bully, telling an adult, and improving anti-bullying policies). Friends (66 %) and peers (58 %) were the most highly preferred intervention agents followed by teachers (55 %), PE teachers/coaches (44 %), and parents (43 %). Participants who experienced more weight-based victimization expressed increased desire for intervention. The frequency of victimization, social support from friends and family, and perceived likelihood and helpfulness of intervention significantly influenced participant preferences for certain types of intervention, although preferences were generally consistent across participants' characteristics. The current study is the first to document youth's preferences for interventions in response to weight-based victimization. The findings have important implications for encouraging appropriate intervention and informing bystanders, which may help to reduce the prevalence, recurrence, and consequences for youth who are targets of weight-based teasing or bullying. PMID:23117953
Puhl, Rebecca M; Peterson, Jamie Lee; Luedicke, Joerg
Weight-Based Victimization is a frequent experience for adolescents who are overweight or obese, and is associated with numerous psychosocial and physical consequences for those who are targets of victimization. Assessing targets` preferences for different types of support and intervention has been absent in the context of weight-based victimization, but is needed to help inform potential interventions, motivate action, and identify strategies to help adolescents cope with experiences of weight-related teasing or bullying. Adolescents (14-18 years, N = 361, 40 % female, 71 % Caucasian) enrolled in national weight-loss camps completed an on-line survey. Participants who reported previous experiences of weight-based victimization were surveyed about their preferred interventions from peers, friends, teachers, Physical Education (PE) teachers/coaches, and parents. Participants indicated their preferences for specific strategies pertaining to target support, bullying intervention and prevention (e.g., inclusion in peer activities, confronting the bully, telling an adult, and improving anti-bullying policies). Friends (66 %) and peers (58 %) were the most highly preferred intervention agents followed by teachers (55 %), PE teachers/coaches (44 %), and parents (43 %). Participants who experienced more weight-based victimization expressed increased desire for intervention. The frequency of victimization, social support from friends and family, and perceived likelihood and helpfulness of intervention significantly influenced participant preferences for certain types of intervention, although preferences were generally consistent across participants' characteristics. The current study is the first to document youth's preferences for interventions in response to weight-based victimization. The findings have important implications for encouraging appropriate intervention and informing bystanders, which may help to reduce the prevalence, recurrence, and consequences for youth who are targets of weight-based teasing or bullying.
Puhl RM; Peterson JL; Luedicke J
BACKGROUND: The present study investigated the differential predictive value of parents', teachers', and clinicians' reports of psychopathology for poor outcome in children referred to a child psychiatric outpatient clinic. METHOD: A referred sample (N = 96), aged 6 to 12 years at initial assessment, was followed up after a mean interval of 3.2 years. Data on parent- and teacher-reported problem behavior (Child Behavior Checklist and Teacher's Report Form), and clinician-reported observations and self-reports during a semi-structured clinical interview (SCICA), were linked to outcome measures assessed with a parent questionnaire, including outpatient and inpatient treatment at Time 2, parent's wish for professional help for the child, school problems, and police/judicial contacts. RESULTS: Information from all three informants (clinicians, parents, and teachers) predicted measures of poor outcome after three years. Clinicians' ratings on the SCICA predicted all five outcome measures. Independent of CBCL and TRF scores, SCICA scores predicted parental wish for help and inpatient treatment. CONCLUSIONS: The present study was the first to report that clinician's ratings of self-reported and observed behaviors in a semi-structured interview (SCICA) make an important unique contribution to the multiaxial assessment of problem behaviors.
Ferdinand RF; Hoogerheide KN; van der Ende J; Visser JH; Koot HM; Kasius MC; Verhulst FC
PURPOSE/OBJECTIVES: To describe behavioral adjustment in children and adolescents with acute lymphoblastic leukemia (ALL) and to determine whether behavioral adjustment is correlated with cognitive and academic abilities. DESIGN: Descriptive, cross-sectional design. SETTING: Two pediatric oncology treatment centers. SAMPLE: 47 children and adolescents who had been receiving ALL therapy for at least one year or who were off therapy for no more than three years and their parents and teachers. Wechsler Intelligence Scale for Children-Revised (WISC-R) and Wide Range Achievement Test-Revised (WRAT-R) data were available on a subset of 17 subjects. METHODS: Parent, teacher, and self-report Behavioral Assessment System for Children (BASC) ratings were used to measure behavioral adjustment. WISC-R measured cognitive abilities, and WRAT-R measured academic abilities. Demographic, family, and treatment-related data also were collected. MAIN RESEARCH VARIABLES: Behavioral adjustment and cognitive and academic abilities. FINDINGS: At least 20% of teacher ratings for somatization, learning problems, leadership, and study skills; parent ratings for somatization, adaptability, attention problems, withdrawal, anxiety, social skills, and depression; and self-report ratings for anxiety and attitude to school were in the at-risk range (i.e., presence of significant problems that require treatment). The majority of teacher BASC ratings were correlated significantly with WISC-R and WRAT-R scores. Self-report depression and social stress ratings were correlated significantly with some WISC-R and WRAT-R scores. Treatment-related experiences such as body image alterations and mental and emotional problems were associated with problematic behaviors, including depression, somatization, withdrawal, and social stress. CONCLUSIONS: Youth with ALL are at risk for some behavioral adjustment problems, particularly anxiety, somatization, adaptability, attention, and withdrawal. Cognitive and academic abilities are associated with some dimensions of behavioral adjustment. IMPLICATIONS FOR NURSING: Findings suggest the need for ongoing assessment of behavioral adjustment and cognitive and academic abilities of children with ALL. Behavioral interventions that target at-risk mannerisms, such as somatization, depression, anxiety, and social stress, are needed. Central nervous system treatment may contribute to behavioral adjustment problems, as well as to cognitive and academic problems. Strategies to improve academic abilities also may have a positive effect on behavioral adjustment.
Moore IM; Challinor J; Pasvogel A; Matthay K; Hutter J; Kaemingk K
Full Text Available In formulating Five Laws of Library Science Ranganathan has made a lasting and fundamental contribution to the philosophy of library patron service. His Colon Classification has provided a scheme for hierarchical design of faceted subject classification. For such valuable contribution to the profession he has been acclaimed as a universal librarian.
Abulfazale M. Fazle Kabir
The caliber of the librarian is a health sciences library's most important resource. This paper explores factors which have influenced who has, or who has not, entered the profession of medical librarianship, and discusses several attributes which the author considers critical for restructuring the profession to meet current and future needs.
This paper deals with media literacy as a multidimensional skill that parents and teachers possess. In this context we warn of the media-technical aspect of this skill and, within this aspect, of parents' and teachers' opinion on the presence of media in children's lives. Following that, the paper e...
The present study aimed to investigate how classroom-based self-management lessons to promote physical activity were perceived by students, teachers, and parents. The self-management lessons were implemented by an external physical education specialist in 20 class groups at eight elementary schools. Program perceptions were evaluated in 412…
Cardon, Greet Maria; Haerens, Leen Liesbeth; Verstraete, Stefanie; de Bourdeaudhuij, Ilse
|This study examined the role of adolescents' interactions with both parents and teachers in the relationship between violent behavior/victimization at school and adolescent psychological distresss (depression and stress). Participants were 983 Spanish adolescents (mean age 13.7 years) from four public schools in the Valencian Community.…
Estevez, Estefania; Musitu, Gonzalo; Herrero, Juan
This articles discusses the unification of Alabama's black and white Parent-Teacher Associations from 1954 to 1971. Alabama was one of the last PTA state units to desegregate in the late 1960s, along with Arkansas, Georgia, Louisiana, Mississippi, South Carolina, and Texas. It was also the only state in which white members launched a successful…
This study investigates the reporting and grading, as well as the meaning of letter grades, of students in Science 9 from the perspectives of teachers, students, and parents in five schools from two British Columbia school districts, one urban and one rural. To that end, four research questions guided the data collection and analyses: (1) What reporting methods do teachers use to communicate information about student learning in Science 9 to students and parents, and what are teachers', students', and parents' opinions of those reporting methods? (2) What grading components do teachers incorporate into Science 9 letter grades, and what grading components do students and parents believe teachers incorporate into Science 9 letter grades? (3) What meanings do teachers, students, and parents attribute to Science 9 letter grades? and (4) What are students' and parents' perceptions about some possible effects of student progress reports in Science 9? A mixed-methodology design was employed to collect the data. Quantitative data, collected via self-administered written questionnaires from the five Science 9 teachers, 43 students, and 21 parents who volunteered to participate in the study, were used to identify participants' practices and perceptions about grading and reporting. Qualitative data, collected via individual, audio-taped interviews conducted with a subset of the people who completed questionnaires (all five teachers, 16 students, and seven parents), were used to verify, clarify, and expand the questionnaire data. Observational notes and collected documents (e.g., report card forms) also served as data sources. The results of this study show that most of the participants in the study were generally satisfied with most aspects of the reporting of student progress in Science 9. However, individual teachers consider different kinds of assessment information when they assign Science 9 letter grades, teachers are not always clear and consistent about what they intend letter grades to mean, and students' and parents' beliefs about the grading components and meanings of Science 9 letter grades vary widely. The results of this study also indicate that the information communicated by a letter grade is not always clear and consistent. That the meaning of a letter grade is not always clear has implications for the ways in which letter grades are used by students and parents. The results of this study indicate that some students' attitudes, behaviours, and decisions could be affected by the grades they receive in Science 9. However, in order for students' attitudes, behaviours, and decisions to be appropriate, their interpretations of the meanings of letter grades must be appropriate. Given the multiple---meanings attributed to a Science 9 letter grade, it is likely that peoples' inferences and actions based on a letter grade will not always be appropriate. This study raises a number of issues. Two classes of issues are discussed: those arising from the research findings, and those arising from the methodology of the study. An example of an issue arising from the research findings is that the process of assigning letter grades is problematic. An example of an issue arising from the methodology is that participants do not always interpret questionnaire items in the way they are intended.
Brigden, Susan Rae
Not so long ago the library at the high school in the author's semirural community was perking along every day with the help of one energetic and dedicated library clerk, a few student staffers, and the author, the professional school librarian. About 700 students, and 50 teachers and paraprofessionals access the library on a regular basis. They…
Full Text Available Many high school teachers are prohibited from interacting with students in social media sites despite the fact that the majority of teenagers actively use them. The first opportunity most students have to interact with instructors in an online environment is in higher education. University and college librarians can take the lead in providing social media literacy instruction by developing courses and workshops using the Information Literacy Competency Standards developed by ACRL. This article discusses the development and instruction of a freshmen orientation course at Oregon State University titled Social Media: A Life Lived Online.
Laurie M. Bridges
Full Text Available In Brief: This article offers a reflection on my pursuit to become a writer-librarian. In addition to participating in a professional writing program at my institution, in November of 2012 I participated in Academic Writing Month and Digital Writing Month. Through these immersive experiences I worked to figure out who is my writerly librarian self and [...
OBJECTIVE: Parent and teacher ratings of core attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as behavioral and emotional problems commonly comorbid with ADHD, were compared in children with autism spectrum disorders (ASD). METHOD: Participants were 86 children (66 boys; mean: age=9.3 years, intelligence quotient [IQ]=84) who met American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for an ASD on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS). Parent and teacher behavioral ratings were compared on the Conners' Parent and Teacher Rating Scales (CPRS-R; CTRS-R). The degree to which age, ASD subtype, severity of autistic symptomatology, and medication status mediated this relationship was also examined. RESULTS: Significant positive correlations between parent and teacher ratings suggest that a child's core ADHD symptoms-as well as closely related externalizing symptoms-are perceived similarly by parents and teachers. With the exception of oppositional behavior, there was no significant effect of age, gender, ASD subtype, or autism severity on the relationship between parent and teacher ratings. In general, parents rated children as having more severe symptomatology than did teachers. Patterns of parent and teacher ratings were highly correlated, both for children who were receiving medication, and for children who were not. CONCLUSIONS: Parents and teachers perceived core symptoms of ADHD and closely-related externalizing problems in a similar manner, but there is less agreement on ratings of internalizing problems (e.g., anxiety). The clinical implication of these findings is that both parents and teachers provide important behavioral information about children with ASD. However, when a clinician is unable to access teacher ratings (e.g., during school vacations), parent ratings can provide a reasonable estimate of the child's functioning in these domains in school. As such, parent ratings can be reliably used to make initial diagnostic and treatment decisions (e.g., medication treatment) regarding ADHD symptoms in children with ASDs.
Pearson DA; Aman MG; Arnold LE; Lane DM; Loveland KA; Santos CW; Casat CD; Mansour R; Jerger SW; Ezzell S; Factor P; Vanwoerden S; Ye E; Narain P; Cleveland LA
Agile librarians love their work and are appreciated for it. They have expertise in the practice of their profession and in the business of gaining and maintaining influence, as well as in effective marketing and public relations. This useful handbook describes and illustrates proven methods to get your library and information services the attention and support they deserve. Discover what your parent organization needs and values most. Delight your clients, your boss and non-librarian decision makers. Build a credible image and strengthen positive communication. Gather, analyze, and use valid
Full Text Available The move towards inclusive education in the UK (DfEE, 1997; DfE, 2004), and more recently integrated working (DfEE 2003), has resulted in the development of a national framework calling for a change to the way organizations meet the needs of children. The Children Act (DfEE 2004a) provides the legal framework to legislate for these changes at national and local levels, and local service providers are required to work in partnership to provide a coordinated and coherent system of support aligned to the child's evolving needs. This paper reports on empirical findings taken from interviews with children with ADHD, their teachers and parents, to highlight what they perceive to be effective in providing support for the children in their learning environment. Examples are drawn from environmental, personal, organizational and structural factors that are believed to influence the children's behaviour. Suggestions are made over areas that need to be considered when setting up integrated services and how these can influence effective support for children.
Most K-12 schools could save 25% of their energy costs by being smart about energy. Nationwide, the savings potential is$6 billion. While improving energy use in buildings and busses, schools are likely to create better places for teaching and learning, with better lighting, temperature control, acoustics, and air quality. This brochure, targeted to parents and teachers, describes how schools can become more energy efficient.
|In this research project we investigated the process of adoption of foster children by foster parents and the foster parents' ideas of how to help foster children going through the process of adoption or those who have been adopted. We sent questionnaires to 200 foster parents living in the Cleveland area, but just 23 foster parents replied.…
Nowak-Fabrykowski, Krystyna; Helinski, Monica; Buchstein, Fred
Full Text Available Several issues were raised from the study of technical and vocational education: low pay, no career path for their future, unable to get admission to university, and finally technical education and vocational training are perceived to be for school dropouts and special needs students (the disabled) (Ahmad Esa , 2010; Ramlee, 1999; Wancott, 2000; Gray, 1997; Stone, 1993; Kang and Bishop, 1986). Although various efforts have been undertaken by several agencies to encourage technical education and vocational training to the public, students and parents still prefer academic education to vocational education. Why does this phenomenon still exist despite the publicity given by many agencies? Do parents, students, teachers and school counselors, and various related parties understand the system of vocational education? Aren’t there sufficient promotion arranged? Aren’t there enough "success stories" of those doing technical education and vocational training brought to light by local media? This qualitative study was conducted in two zones, namely, the north (Kedah) and central zone (Selangor), two schools were chosen from each zone; one school in the city (Kajang) and one from the rural (Dengkil), which are sufficient to get the views of parents and teachers. The results showed that there was a positive response from parents and teachers about the work reputation and re-branding of technical education and vocational training. Technical and vocational fields are no longer targeted for weak students; on the other hand this study has shown that parents believe that girls too can become successful mechanics. Now parents and teachers are encouraging students to pursue their field of interest, and no longer judge them based on test results per se to take up tertiary education. The path of technical education and vocational training can be advanced to university level and continued abroad. There are suggestions that opportunity should also be given to students learning Arabic or Islamic studies to pursue technical education and vocational training. Openness to technical education and vocational training can improve the image, work esteem and the re-branding of its career path to achieve the status of industrialized nation in 2020. Some implications of the study have been submitted for policy makers to take proactive steps in generating and enhancing the promotion of technical and vocational training.
Khadijah Alavi; Rahim Md. Sail; Abd Hair Awang
The purpose of this study was to determine the effectiveness of a parent training program for teaching toilet skills to children with autism and mental retardation. The study was conducted with three mothers and their children. A multiple probe design using probe sessions across subjects was used. The experimental procedure consisted of two…
Ozcan, Nihal; Cavkaytar, Atilla
Higher Education Librarians Are Comfortable and Confident With their Teaching Responsibilities and Pedagogical Knowledge. A Review of: Bewick, L., & Corrall, S. (2010). Developing librarians as teachers: A study of their pedagogical knowledge. Journal of Librarianship and Information Science, 42(2), 97-110.
Full Text Available Objective – The primary objective of this study was to gather quantitative information on the need, development, acquisition, and application of pedagogical knowledge by academic librarians with teaching responsibilities.Design – Online survey questionnaire.Setting – Higher-education (HE) institutions (i.e., post-secondary institutions such as colleges and universities) in the United Kingdom.Subjects – Subject librarians from 82 HE libraries (one from each).Methods – Of the 191 HE institutions in the United Kingdom (determined via a now-unavailable directory), 137 supplied an online staff directory with contact information. One subject librarian from each HE institution was contacted; librarians were selected from the online directory by taking a name systematically from a different point in each listing (i.e., first, second, third, etc). Each librarian was sent an email that contained an introductory message as well as a link to the questionnaire. The online questionnaire was created using Survey Monkey and piloted before and after input. It employed mostly multiple-choice tick boxes as well as open-ended questions and comment boxes. The 35-question survey questionnaire was developed in part through email interviews with two leading researchers in the field (identified via the literature). Responses were received from 82 librarians (60%). The answers were analyzed and cross-tabulated using SPSS. Komogorov-Smirnov tests were done to determine the significance of some results. Open-ended questions and comment boxes were placed into categories using Microsoft Excel to identify patters and themes.Main Results – The 82 librarians who responded to the survey came from a wide variety of backgrounds: the majority were subject librarians from Arts & Humanities (31%), had spent more than ten years in their position (38%), worked full-time (71%), were members of pre-1992 HE institutions (59%), and went by the job title of Subject Librarian (30%) (or a slight variation thereof).Respondents indicated a significant amount of variation in terms of the number of hours spent preparing and teaching each week, ranging from 0 to 25 hours per week (FT staff) and 0 to 12 hours (PT staff). Eleven librarians spent 40% or more of their time teaching. Due to the high standard deviation (5.71), however, and the fact that many librarians indicated difficulty providing precise figures, these percentages should only be used as general estimates.The study found that librarians were involved in a variety of teaching settings, including on-the-spot support, writing materials, teaching small groups, conducting one-on-one instruction, and teaching large groups. Evaluation was not indicated as a regular practice. With regard to pedagogical development, most training was of an informal nature learned on the job (75%) or through trial and error (61%). Other training methods included short courses or training programs, conferences, peer-support groups, and committee work. The most valuable lessons librarians took from their training were awareness of different learning styles (37%), the use of new techniques (29%), and contribution of planning and preparing (27%).A Kolmogorov-Smirnov test was performed on the correlation between involvement in formal training and knowledge of designing learning activities or teaching and learning theories (97.4% and 100% likelihood of a significant impact, relatively). While the authors state in the article that a Chi-square test was done, the original thesis upon which the article is based (available via http://dagda.shef.ac.uk/dissertations/2006-07/External/Cox_Laura_MALib.pdf), notes that the test was not completed as more than 20% of the expected counts were less than five (a frequent limiting constraint of the test).The vast majority felt their work was either important or very important; that they were sufficiently qualified and knowledgeable; and that they were confident providing the sessions. Responses were mixed when it came to determining whether additional training would improve th
Full Text Available Abstract Background The desired (therapeutic) and undesired (side) effects of methylphenidate might have underlying correlations. The aim of this study was to explore the strength and the possible sources of these correlations. Methods One hundred and fifty-seven children with ADHD (6-12 years) were administered placebo and methylphenidate (0.5 mg/kg in a divided b.i.d. dose), each for a one-week period, in a double-blind, crossover trial. Therapeutic response was assessed using the Conners' Global Index for parents (CGI-Parents) and teachers (CGI-Teachers), while side effects were assessed using the Barkley Side Effects Rating Scale (SERS). Results The side effect profile as assessed by the SERS was similar to that of previous studies with insomnia, decreased appetite, and headaches showing significant treatment effects (p Conclusion The greater "mood/anxiety" side effects on methylphenidate and placebo, the less the parents observe improvement of their children while treated with methylphenidate. This suggests that the correlations between "mood/anxiety" side effects and poor response to treatment may be driven by observer effects rather than biological commonalities between therapeutic and side effects of methylphenidate.
Lee James; Grizenko Natalie; Bhat Venkataramana; Sengupta Sarojini; Polotskaia Anna; Joober Ridha
OBJECTIVE: To determine the effect of zinc supplementation on behaviour in low-income school aged children. DESIGN: Double-blind randomized, placebo controlled trial. Setting: Low-income district primary school in Turkey. PARTICIPANTS: Third grade students in the school. Among 252 students, 226 participated and 218 completed the study. INTERVENTION: Children in each class were randomized either to the study group to receive 15 mg/day elemental zinc syrup or to placebo group to receive the syrup without zinc for 10 weeks. MAIN OUTCOME MEASURES: The change in Conner's Rating Scales for Teachers and Parents scores after supplementation. RESULTS: The mean Conner's Rating Scale for Parents scores on attention deficit, hyperactivity, oppositional behaviour and conduct disorder decreased significantly in the study and placebo groups after supplementation (p < 0.01). The prevalence of children with clinically significant parent ratings on attention deficit (p = 0.01) and hyperactivity (p = 0.004) decreased in the study group while prevalence of oppositional behaviour (p = 0.007) decreased in the placebo group. In children of mothers with low education all mean Parents' scores decreased significantly (p < 0.01) in the study group while only hyperactivity scores decreased in the placebo group (p < 0.01). In this subgroup the prevalence of children with clinically significant scores for attention deficit, hyperactivity and oppositional behaviour decreased only in the study group (p < 0.05). There was no change in mean Teachers' scores. CONCLUSION: In our study zinc supplementation decreased the prevalence of children with clinically significant scores for attention deficit and hyperactivity. The affect on behaviour was more evident in the children of low educated mothers.
Uçkarde? Y; Ozmert EN; Unal F; Yurdakök K
Background: Research has shown that early identification of children with language issues is critical for effective intervention, and yet many children are not identified until school age. The use of parent-completed rating scales, especially in urban, minority populations, might improve early identification if parent ratings are found to be…
Massa, Jacqueline; Gomes, Hilary; Tartter, Vivien; Wolfson, Virginia; Halperin, Jeffrey M.
The reluctance of parents to provide sex education has been a problem for educators since the first attempts at the modernisation of sex education in the early twentieth century, yet the sexual needs, desires and fears of parents are rarely even mentioned in pedagogical debates. This article examines the intense anxiety and embarrassment felt by…
This study examines the roles of parents (monitoring, involvement and support at school), teachers (support) and peers (excess time spent with friends, peer rejection at school) in predicting risk behaviors (smoking and drinking) and mental well-being among 3499 Israeli-born and 434 immigrant adolescents ages 11, 13 and 15, in the 2006 WHO Health Behavior in School-Aged Children cross-national survey. Structural Equation Modeling (SEM) showed that for native Israeli youth, in line with previous developmental literature, all three relationships - parents, teachers and peers - have a significant impact on both mental well-being and risk behaviors. However, for immigrant adolescents, it was the school environment (parental support at school, teacher support and peer relationships) that proved to be the significant predictor of risk behaviors and mental health outcomes. These findings suggest that the school is an important social support in the health and mental well-being of immigrant schoolchildren.
Walsh SD; Harel-Fisch Y; Fogel-Grinvald H
Full Text Available O artigo discute a relação entre escolas e famílias no contexto da educação infantil por meio da análise de reuniões de pais. Fundamenta-se em um estudo de caso qualitativo sobre 11 reuniões, realizadas em duas escolas municipais de educação infantil paulistanas. Foram analisados os diferentes modos de gestão pelo professor, segundo três aspectos: forma (pauta), conteúdo (temas), dinâmica (relações entre professor e pais). Os resultados indicaram modos de gestão que dificultam a participação dos pais e descaracterizam os objetivos das reuniões: forma desorganizada e rígida; conteúdo burocrático e comportamental; dinâmica fragmentada e centralizada. Ao mesmo tempo, identificaram-se indicadores que favorecem a construção de uma relação mais cooperativa durante as reuniões, correspondentes aos modos de gestão: forma compartilhada, conteúdo educacional e dinâmica coletiva. Os autores destacam a necessidade de registro e de avaliação coletiva das reuniões de pais, visando à articulação com o projeto pedagógico, o currículo e a dimensão didáticaThe article discusses the relation between schools and families in the context of early childhood education through the analysis of parent teacher meetings. Case study of eleven meetings held in two public pre-schools of São Paulo city. The different ways of meeting management were analyzed according to three aspects: form (agenda of meeting), content (subject) and dynamics (relationship between teachers and parents). The results indicated ways of management that hindrance parents participation and affect the objective of the meeting: disorganized and rigid forms; bureaucratic content; fragmented and centralized dynamics. There were also identified indicators that favor the construction of a more cooperative relationship during the meetings: shared management; educational content and group dynamics. The authors outline the necessity of record the meetings and assess its connection with the pedagogical project, the curriculum and the didactic dimension
Heloisa Helena Genovese de Oliveira Garcia; Lino de Macedo
For many people, the word "twitter" brings to mind birds rather than humans. But information professionals know that Twitter (www.twitter.com) is a fast-growing, free messaging service for people, and it's one that libraries (and librarians) can make good use of--without spending much time or effort. This article discusses the many potential uses…
Science librarians should serve as full-fledged members of teams pursuing scientific research. The significance of the concept is interpreted in terms of trends characteristic of contemporary exploratory work. In the light of these considerations, reference is made to educational objectives in the field of librarianship, and to current thinking in the profession.
Recent debates regarding same-sex marriage and gay and lesbian adoption highlight the role of schools as sociopolitical institutions. Accordingly, teachers operating within social norms have considerable influence through their interactions with students and their families. Previous research points to lesbian, gay, bisexual, and transgender (LGBT)…
Bower, Laura; Klecka, Cari
Full Text Available The Attention Deficit Disorder with Hyperactivity is one of the most frequent disorders during childhood, and nowadays is one of the main reasons for the implication of different specialists.This is a quasi-experimental pretest/postest study aimed to determine the effectiveness of a program that coordinates the public health and education services with the families, lead by a nurse specialized in mental disorders and their treatments.The subjects under consideration are children between 6 and 12 with an Attention Deficit Disorder with Hyperactivity, complying with the criteria for inclusion established in the protocol. To collect the information required, we are using the questionnaire in diagnosis criteria from WHO (CIE-10) and the questionnaire for teachers and parents DSM IV (CIE-10) and the one of the WHO (CIE-10).
Margarita Aragón Puertas; Demelsa Muñoz Borrego; Ángeles Mª Márquez Carrasco; Jaime Macías García; Francisco González Pérez; Andrés Eslava Martín
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour--more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple…
Broomhead, Karen E.
Full Text Available Abstract in spanish La obesidad en México ha alcanzado proporciones epidérmicas: la imagen corporal y la satisfacción con el cuerpo de uno mismo podrían tener un componente cultural. La insatisfacción con el cuerpo de uno mismo se ha relacionado con auto-estima baja. El propósito de este estudio fue evaluar, entre los profesores y padres mexicanos, el rango de percepción del tamaño corporal ideal de adultos, niños y niñas. Doscientos cinco profesores y ochenta padres de colegios de (more) Tijuana y Tecate participaron en el estudio. Se pidió a los participantes que indicasen el tamaño corporal ideal para cada grupo, así como su propio tamaño corporal ideal. La percepción promedio del peso corporal ideal para adultos de entre 35 y 45 años de edad fue 4,0 ± 0,84. La percepción ideal para niños y niñas fue 4,6. Se observaron correlaciones positivas entre la auto-percepción del tamaño corporal y el índice de masa corporal (0,62, P Abstract in english Obesity in Mexico has reached epidemic proportions; and body image and body satisfaction might be culturally related. Body dissatisfaction has been related to low self-esteem. The aim of this study was to assess the range of perception among Mexican teachers and parents of the ideal body size of adults, boys and girls. Two-hundred and five teachers and eighty parents from Tijuana and Tecate schools participated in the study. Participants were asked to indicate the ideal b (more) ody size for each group, as well as their own ideal body size. Average perception of ideal body weight for adults 35 to 45 years of age was 4.0 ± 0.84. Average perception for boys and girls was 4.6. Positive correlations were shown between self-perception of body size and body mass index (0.62, P
Jiménez-Cruz, A.; Bacardí-Gascón, M.; Castellón-Zaragoza, A.; García-Gallardo, J.L.; Hovell, M.
"Specific Learning Disability" is by far the largest category of conditions served in special education. Unfortunately, few parents (and educators) really understand what learning disabilities are. Many erroneously believe it is a "politically correct" term for "mildly mentally retarded" or "dull normal." Further, while most laypeople have heard…
Cimera, Robert Evert
Full Text Available The article deals with different types of memory (semantic, episodic and schematic)used in a reference process by a librarian. Three types of memory are described in the same way as librarians organize information during a reference interview. Some examples are added.The second part of the article describes problems of information process encountered by students of 3rd an 4th year of librarianship during a week of their work in the library.Methodology and its characteristics, the results and their interpretation are presented.Answers of the students of 4th year indicated equal proportions of semantic and semantic-schematic type while the students of 3rd year demonstrated 72 % of semantic and 28 % of semantic-schematic type.
Full Text Available Abstract Background Clinician-rated measures are used extensively in child and adolescent mental health services (CAMHS). The Health of the Nation Outcome Scales for Children and Adolescents (HoNOSCA) is a short clinician-rated measure developed for ordinary clinical practice, with increasing use internationally. Several studies have investigated its psychometric properties, but there are few data on its correspondence with other methods, rated by other informants. We compared the HoNOSCA with the well-established Achenbach System of Empirically Based Assessment (ASEBA) questionnaires: the Child Behavior Checklist (CBCL), the Teacher's Report Form (TRF), and the Youth Self-Report (YSR). Methods Data on 153 patients aged 6-17 years at seven outpatient CAMHS clinics in Norway were analysed. Clinicians completed the HoNOSCA, whereas parents, teachers, and adolescents filled in the ASEBA forms. HoNOSCA total score and nine of its scales were compared with similar ASEBA scales. With a multiple regression model, we investigated how the ASEBA ratings predicted the clinician-rated HoNOSCA and whether the different informants' scores made any unique contribution to the prediction of the HoNOSCA scales. Results We found moderate correlations between the total problems rated by the clinicians (HoNOSCA) and by the other informants (ASEBA) and good correspondence between eight of the nine HoNOSCA scales and the similar ASEBA scales. The exception was HoNOSCA scale 8 psychosomatic symptoms compared with the ASEBA somatic problems scale. In the regression analyses, the CBCL and TRF total problems scores together explained 27% of the variance in the HoNOSCA total scores (23% for the age group 11-17 years, also including the YSR). The CBCL provided unique information for the prediction of the HoNOSCA total score, HoNOSCA scale 1 aggressive behaviour, HoNOSCA scale 2 overactivity or attention problems, HoNOSCA scale 9 emotional symptoms, and HoNOSCA scale 10 peer problems; the TRF for all these except HoNOSCA scale 9 emotional symptoms; and the YSR for HoNOSCA scale 9 emotional symptoms only. Conclusion This study supports the concurrent validity of the HoNOSCA. It also demonstrates that parents, teachers and adolescents all contribute unique information in relation to the clinician-rated HoNOSCA, indicating that the HoNOSCA ratings reflect unique perspectives from multiple informants.
Hanssen-Bauer Ketil; Langsrud Øyvind; Kvernmo Siv; Heyerdahl Sonja
Full Text Available This paper reports the results of a national survey of Canadian research university librarians conducted by the author in 2006. The study deals with the motivation of librarians to engage in scholarly activities, the requirement for scholarship by librarians at Canadian research universities, the perceived importance of scholarship as a criterion for promotion and tenure, levels and forms of participation in scholarship, and librarians’ assessment of various types of support for scholarship. The study concluded that 13% of the sample population could be considered active scholars, and suggests that there may be a correlation between level of scholarly intensity and gender. The paper concludes with questions for further study.
How to Thrive as a Solo Librarian is a compilation of chapters by librarians offering advice to colleagues who must work alone or with very limited help. The contributors come from schools and colleges, special and corporate archives, public libraries, and seasoned LIS faculty across the United States and abroad who are familiar with the vigor, dedication, and creativity necessary for solo librarians. As noted in the Foreword, "In many ways, solo librarianship demands more communication and collaboration than librarians might experience in larger multi-employee libraries." Despite the fact th
Full Text Available The paper emphasizes the importance of research work for the development of independence, creativity and inventiveness in adolescents. The central part presents the spread of research activities carried out by young researchers in Slovenia and touches upon problems they encounter when preparing their research reports.The role of the school (teachers) and libraries (librarians) as promoters of successful research work of youth is pointed out. This type of activity can also be regarded as one of the important factors influencing linkage of different libraries and user structures. In the conclusion, certain possibilities for active engagement of librarians in the adolescenfs research are outlined.
Full Text Available Obesity in Mexico has reached epidemic proportions; and body image and body satisfaction might be culturally related. Body dissatisfaction has been related to low self-esteem. The aim of this study was to assess the range of perception among Mexican teachers and parents of the ideal body size of adults, boys and girls. Two-hundred and five teachers and eighty parents from Tijuana and Tecate schools participated in the study. Participants were asked to indicate the ideal body size for each group, as well as their own ideal body size. Average perception of ideal body weight for adults 35 to 45 years of age was 4.0 ± 0.84. Average perception for boys and girls was 4.6. Positive correlations were shown between self-perception of body size and body mass index (0.62, P La obesidad en México ha alcanzado proporciones epidérmicas: la imagen corporal y la satisfacción con el cuerpo de uno mismo podrían tener un componente cultural. La insatisfacción con el cuerpo de uno mismo se ha relacionado con auto-estima baja. El propósito de este estudio fue evaluar, entre los profesores y padres mexicanos, el rango de percepción del tamaño corporal ideal de adultos, niños y niñas. Doscientos cinco profesores y ochenta padres de colegios de Tijuana y Tecate participaron en el estudio. Se pidió a los participantes que indicasen el tamaño corporal ideal para cada grupo, así como su propio tamaño corporal ideal. La percepción promedio del peso corporal ideal para adultos de entre 35 y 45 años de edad fue 4,0 ± 0,84. La percepción ideal para niños y niñas fue 4,6. Se observaron correlaciones positivas entre la auto-percepción del tamaño corporal y el índice de masa corporal (0,62, P < 0,001), y la circunferencia de la cintura (0,55, P < 0,001). La auto-percepción del tamaño corporal se asoció con la percepción del tamaño corporal ideal para los niños (0,23, P < 0,001) y las niñas (0,22, P < 0,001), pero el IMC no se asoció con la percepción del tamaño corporal ideal en niños y niñas. Esto sugiere que se debería enseñar a los profesores y padres a evaluar de una forma más precisa el estado de peso e iniciar una acción preventiva o corregir el exceso de peso en niños y adultos.
A. Jiménez-Cruz; M. Bacardí-Gascón; A. Castellón-Zaragoza; J.L. García-Gallardo; M. Hovell
Full Text Available The article deals with the significance of the librarian’s self-concept in the communication process. First, it underlines the meaning of reference interviews, and second, it focuses on other micro and macro aspects of communication. The analysis shows that the librarian’s self-concept is hierarchically organised, structured, and therefore it consists of different areas. Each area equally contributes to the development and preservation of the appropriate librarian’s self-concept; although some areas have more direct influence than others. To attain a high self-concept, it is of fundamental importance, that the librarian develops all self-concept areas, from individual ones to social ones. It was found that a structured and positive specialist’s self-concept is highly significant for the contribution of effective reference interviews, and finally, the article offers some directions for a successful development of the communication process.
Discusses the impact of new technologies on library operations and management, and the need for librarians to understand how to manage technology and utilize it to improve library services. The areas which library education should address to prepare librarians to deal effectively with new technologies are outlined. (CLB)
Malinconico, S. Michael
As new models of scholarly communication emerge, librarians and libraries have responded by developing and supporting new methods of storing and providing access to information and by creating new publishing support services. This article will examine the roles of libraries and librarians in developing and supporting open access publishing…
Richard, Jennifer; Koufogiannakis, Denise; Ryan, Pam
Full Text Available Abstract Background The Strengths and Difficulties Questionnaire (SDQ) has become one of the most widely used measurement tools in child and adolescent mental health work across the globe. The SDQ was originally developed and validated within the UK and whilst its reliability and validity have been replicated in several countries important cross cultural issues have been raised. We describe normative data, reliability and validity of the Chinese translation of the SDQ (parent, teacher and self report versions) in a large group of children from Shanghai. Methods The SDQ was administered to the parents and teachers of students from 12 of Shanghai's 19 districts, aged between 3 and 17 years old, and to those young people aged between 11 and 17 years. Retest data was collected from parents and teachers for 45 students six weeks later. Data was analysed to describe normative scores, bandings and cut-offs for normal, borderline and abnormal scores. Reliability was assessed from analyses of internal consistency, inter-rater agreement, and temporal stability. Structural validity, convergent and discriminant validity were assessed. Results Full parent and teacher data was available for 1965 subjects and self report data for 690 subjects. Normative data for this Chinese urban population with bandings and cut-offs for borderline and abnormal scores are described. Principle components analysis indicates partial agreement with the original five factored subscale structure however this appears to hold more strongly for the Prosocial Behaviour, Hyperactivity – Inattention and Emotional Symptoms subscales than for Conduct Problems and Peer Problems. Internal consistency as measured by Cronbach's ? coefficient were generally low ranging between 0.30 and 0.83 with only parent and teacher Hyperactivity – Inattention and teacher Prosocial Behaviour subscales having ? > 0.7. Inter-rater correlations were similar to those reported previously (range 0.23 – 0.49) whilst test retest reliability was generally lower than would be expected (range 0.40 – 0.79). Convergent and discriminant validity are supported. Conclusion We report mixed findings with respect the psychometric properties of the Chinese translation of the SDQ. Reliability is a particular concern particularly for Peer Problems and self ratings by adolescents. There is good support for convergent validity but only partial support for structural validity. It may be possible to resolve some of these issues by carefully examining the wording and meaning of some of the current questions.
Du Yasong; Kou Jianhua; Coghill David
Full Text Available Abstract: The aim of the research reported in this paper is to inform the processes of school improvement for better intercommunal relations in Northern Ireland. Notwithstanding the present peace process, the quality of community relations remains a crucial concern for those interested in long-term stability. The research strategy drew on data from nine case study schools and was considered to be part of an interpretist-constructivist paradigm involving an inductive or grounded theory approach to analysis. The views of pupils, parents and teachers on the contribution of schooling towards improved inter-group relationships were explored in some depth and the wealth of rich data shed light on school practices and key institutional factors implicated in effectiveness and improvement. Nineteen themes were identified which appeared not to be discrete or self-contained but interact in complex ways creating different patterns at different organisational sites. Furthermore, the patterns spun by these factors appeared to vary in nature through relationship with identities such as geographical location, socio-economic status, ethnicity and gender. It is argued that this study contributes towards the existing literatures on school effectiveness and improvement and schooling and sectarianism in Northern Ireland. The results suggested that education for community relations in N. Ireland required an alternative concept of school effectiveness to the received model. The emerging organisational picture was more consistent with sensitivity to context models of effectiveness and improvement. The analysis in the final section was designed to offer some broad pointers for school improvement.
Attention deficit/hyperactivity disorder is currently the most debated childhood psychiatric diagnosis. Given the circulation of competing perspectives about the 'real' causes of children's behaviour and the 'best' way to treat them, we aim to analyse the interactions of the central social actors' discourses about attention deficit/hyperactivity disorder children within the Italian context. Adopting a multi-method approach, we focus on the polyphonic chorus of voices surrounding the child, studying the discourses of mental health professionals, teachers and parents. These actors are representative of three contexts that are deeply engaged with attention deficit/hyperactivity disorder: medical institutions, schools and families. Our theoretical and methodological approach integrates positioning theory, the Bakhtinian notion of dialogical thinking and discourse analysis to study stakeholders' reflexive and interactive positioning in terms of the attribution of rights, duties, responsibilities and power issues. The results show that mutual blame is a constitutive element of relational dynamics among the key adults surrounding attention deficit/hyperactivity disorder children. We argue that these conflicting relationships are not merely related to the debate regarding the validity of the attention deficit/hyperactivity disorder diagnosis. Rather, the mutual blame centres on questions of compliance, recognition of authority and morality. Through the blame game, adults negotiate their own and others' subjectivity in ways that simultaneously (re)produce power relationships and resistance efforts. PMID:23413098
Frigerio, Alessandra; Montali, Lorenzo; Fine, Michelle
Attention deficit/hyperactivity disorder is currently the most debated childhood psychiatric diagnosis. Given the circulation of competing perspectives about the 'real' causes of children's behaviour and the 'best' way to treat them, we aim to analyse the interactions of the central social actors' discourses about attention deficit/hyperactivity disorder children within the Italian context. Adopting a multi-method approach, we focus on the polyphonic chorus of voices surrounding the child, studying the discourses of mental health professionals, teachers and parents. These actors are representative of three contexts that are deeply engaged with attention deficit/hyperactivity disorder: medical institutions, schools and families. Our theoretical and methodological approach integrates positioning theory, the Bakhtinian notion of dialogical thinking and discourse analysis to study stakeholders' reflexive and interactive positioning in terms of the attribution of rights, duties, responsibilities and power issues. The results show that mutual blame is a constitutive element of relational dynamics among the key adults surrounding attention deficit/hyperactivity disorder children. We argue that these conflicting relationships are not merely related to the debate regarding the validity of the attention deficit/hyperactivity disorder diagnosis. Rather, the mutual blame centres on questions of compliance, recognition of authority and morality. Through the blame game, adults negotiate their own and others' subjectivity in ways that simultaneously (re)produce power relationships and resistance efforts.
Frigerio A; Montali L; Fine M
Full Text Available This study examined the relationship among academic competence, Grade Point Averages (GPAs) and factors responsible for students’ academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and post-graduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College) applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students’ scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and post-graduate level. An integrated framework that is related to students’ academic competence and that promotes other related factors is suggested.
Muhammad Tariq Bhatti; Wasim Qazi
Full Text Available Abstract in portuguese Diversos estudos atuais têm revelado que a surdez deve ser reconhecida como diferença, especialmente no que diz respeito aos aspectos linguístico-discursivos. Contudo, crianças surdas vêm enfrentando, na família e na escola, barreiras linguísticas com implicações nas suas possibilidades de inclusão social. Nessa direção, o presente trabalho objetiva analisar o ponto de vista de pais e professores a respeito das interações linguísticas de crianças surdas no (more) âmbito familiar e escolar, considerando o contexto da inclusão. Foram entrevistados doze familiares (quatro pais e oito mães) de crianças surdas que frequentam o ensino regular e foi aplicado um questionário junto a doze professores dessas mesmas crianças. Os resultados apontam que nem os familiares nem os professores usam a língua de sinais para interagir com os surdos, gerando interações linguísticas restritas e pouco efetivas. Além disso, percebeu-se que familiares e professores apresentam um desconhecimento acerca da surdez, da língua de sinais e das consequências da surdez para o surdo. Abstract in english Several studies argue that deafness should be currently considered as a difference, specifically regarding linguistic discursive aspects. Nevertheless, at home and at school deaf children have to face linguistic barriers that affect their social inclusion. This study aims to analyze points of view of parents and teachers related to the deaf child's linguistic interactions at home and at school, considering the context of inclusion. Twelve parents (four fathers and eight m (more) others) of deaf children enrolled in regular schools were interviewed and a questionnaire was applied to these children's twelve teachers. The results show that neither parents nor teachers use sign language to interact with these children and that there linguistic interactions were restricted and not very effective. Furthermore, the answers by parents and teachers demonstrate a lack of understanding about deafness, sign language and its consequences upon the deaf individual.
Schemberg, Simone; Guarinello, Ana Cristina; Massi, Giselle
Full Text Available Diversos estudos atuais têm revelado que a surdez deve ser reconhecida como diferença, especialmente no que diz respeito aos aspectos linguístico-discursivos. Contudo, crianças surdas vêm enfrentando, na família e na escola, barreiras linguísticas com implicações nas suas possibilidades de inclusão social. Nessa direção, o presente trabalho objetiva analisar o ponto de vista de pais e professores a respeito das interações linguísticas de crianças surdas no âmbito familiar e escolar, considerando o contexto da inclusão. Foram entrevistados doze familiares (quatro pais e oito mães) de crianças surdas que frequentam o ensino regular e foi aplicado um questionário junto a doze professores dessas mesmas crianças. Os resultados apontam que nem os familiares nem os professores usam a língua de sinais para interagir com os surdos, gerando interações linguísticas restritas e pouco efetivas. Além disso, percebeu-se que familiares e professores apresentam um desconhecimento acerca da surdez, da língua de sinais e das consequências da surdez para o surdo.Several studies argue that deafness should be currently considered as a difference, specifically regarding linguistic discursive aspects. Nevertheless, at home and at school deaf children have to face linguistic barriers that affect their social inclusion. This study aims to analyze points of view of parents and teachers related to the deaf child's linguistic interactions at home and at school, considering the context of inclusion. Twelve parents (four fathers and eight mothers) of deaf children enrolled in regular schools were interviewed and a questionnaire was applied to these children's twelve teachers. The results show that neither parents nor teachers use sign language to interact with these children and that there linguistic interactions were restricted and not very effective. Furthermore, the answers by parents and teachers demonstrate a lack of understanding about deafness, sign language and its consequences upon the deaf individual.
Simone Schemberg; Ana Cristina Guarinello; Giselle Massi
Although the effects of important parenting dimensions, such as responsiveness and psychological control, are well documented among Western populations, research has only recently begun to systematically identify psychological processes that may account for the cross-cultural generalization of these effects. A first aim of this study was to examine whether perceived maternal responsiveness and psychological control would relate differentially to teacher ratings of adolescent adjustment in a vertical-collectivist society (i.e., Jordan). The most important aim of this study was to examine, on the basis of self-determination theory, whether these associations would be accounted for by perceived satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Results in a large sample of Jordanian adolescents (N = 545) showed that perceived maternal psychological control and responsiveness yielded, respectively, a positive and negative association with teacher-rated problems, whereas psychological control was negatively related to teacher-rated adjustment. Further, these 2 parenting dimensions related to adjustment and problems via perceived satisfaction of the basic psychological needs for autonomy and competence (but not relatedness). The findings are discussed in light of the ongoing debate between universalistic and relativistic perspectives on parenting and adolescent adjustment.
Ahmad I; Vansteenkiste M; Soenens B
According to the principles of the Primary Health Care Approach, planning and implementation of community health programmes should be carried out with the full participation of the community concerned (WHO, 1978). The introduction of the Mobile Dental System to the school environment is an example of a "Community health care/technology approach" where the programme was determined by the professionals for the community and not by the community for itself. Teachers play an important role in the implementation of oral health care programmes in the school, while parents provide the vital and appropriate context and continuity for the success of such programmes. This paper, therefore, deals with the responses of teachers and parents to an introduction of a mobile dental system at their school. A self-administered mostly open-ended questionnaire was distributed to all teachers in the four schools that participated in preventive programmes and were served by the Mobile Dental System. Based on the results it seems that both the teachers and the parents were apathetic in their commitment to the programme although they were quite willing to participate. Their participation was confined to compliance with instructions or suggestions given by the health professionals. It is clear that under these conditions the potential to sustain the momentum created by the introduction of the MDS is limited. It seems that only if the community is involved in the determination of their preferential needs, planning of the appropriate programme and playing an active role in its implementation, will the programme have a chance of long term success.
Gilbert L; Chikte UM; Josie-Perez A; Brand AA; Rudolph MJ
Full Text Available In December 2000 about 40 manuscript librarians from Europe met in Stockholm answering the initiative of Anders Burius, manuscript librarian of the Royal Library of Sweden. The participating colleagues agreed in forming an Expert Group of Manuscript Librarians under the auspices of LIBER. In July 2001 LIBER's General Conference in London formally approved the Expert Group. In February 2002 the Provisional Board elected in Stockholm, constituted itself. André Bouwman (The Netherlands) became chairman, Anders Burius (Sweden) secretary, Eef Overgauw (Germany), Bernard Meehan (Ireland) and Felix Heinzer (Germany) became members of the Board, all for the period 2002-2004. At the end of the Stockholm Conference Els van Eijck, deputy general director of the Koninklijke Bibliotheek, the national library of the Netherlands, invited the European manuscript librarians to hold the second conference in The Hague. This article deals with the results of that second conference, actually held from 5 - 8 March in The Hague.
Ad Leerintveld; Matthijs van Otegem
Full Text Available JESLIB Editor Elaine R. Martin introduces the articles in Volume 1, Issue 3 and discusses how these papers demonstrate many of the data services librarians can offer to the research community.
Elaine R. Martin
Comportamiento Socialmente Responsable en Profesores y Facilitación de la Participación de los Apoderados en el Proceso Enseñanza-Aprendizaje Teachers' Social Responsible Behavior and the Facilitation of the Parents Involvement in Their Children's Teaching-Learning Process
Full Text Available Con el fin de describir la autoatribución de conductas e intenciones socialmente responsables en profesores de enseñanza básica y su relación con el grado en que los padres los perciben como facilitadores de su participación en el proceso enseñanza-aprendizaje de sus hijos, se encuestó a 32 profesores y 628 apoderados. Para esto se aplicó el Cuestionario de Autoatribución de Comportamientos Socialmente Responsables (CSRp) a los profesores y una encuesta de percepción del profesor a los padres. Los resultados mostraron diferencias significativas en ambas escalas del CSRp, los que apuntarían a la importancia de relaciones horizontales e intenciones colectivistas para facilitar participación de los padres.The aim of the present study is to describe the primary school teachers' social responsible behavior self-atribution, and its relation with the teachers' perceived facilitation level of parents involvement in their children's teaching-learning process. The Social Responsible Behavior Self-atribution Survey (CSRp) were applied to 32 teachers and a Parents' Perception of Teachers Survey were used with 628 parents. Significant differences in the parents perception were found associated with the both scales of the CSRp. The resulting outcomes suggests the importance of a teacher-parent's horizontal relations and collectives intentions to facilitate the parents involvement.
Gracia Navarro; Cristhian Pérez; Angélica González; Olga Mora; Jorge Jiménez
As budgets for libraries continue to shrink, the key challenge facing the 21st century librarian is finding how to do more with less. This book features more than thirty essays that provide valuable tips for the professional who must cope with increasing demands upon their resources. Librarians will get tips on how to identify the most important tasks for the library; eliminate non-essential functions and processes; increase reliance on volunteers, interns, and students; optimize daily routines; and more.
Smallwood, Carol; Fraser, Lisa
Media specialists and teachers spend an estimated $1.4 billion annually on nonfiction titles. And even though most librarians, like Shirley Morand of New Richmond High School in Ohio, expect budget cuts this academic year, they still plan to dish out a sizable chunk of money on books that support students' textbooks, according to School Library…
Whelan, Debra Lau
The author designed this book, like Volume I of the set, to give elementary school librarians a quick, enjoyable way to coordinate with teachers to teach information literacy and literacy skills aligned with national standards. The chapters in the book include: (1) Kindergarten Lesson Plans; (2) First-Grade Lesson Plans; (3) Second-Grade Lesson…
OBJECTIVE: To identify competencies for medical librarians and get these validated from head librarians and employers. METHODS: The survey method was used. A structured questionnaire, listing 84 competency statements, covering eight areas, prepared after extensive literature review, expert scrutiny and pilot testing, using a 5-point Likert scale was distributed among the head librarians and chairpersons of library committees (CLC) in 115 medical libraries. RESULTS: Sixty seven (58%) useable responses were received from head librarians and 63 (55%) from CLC. Of the 84 competency statements 83 were validated by the head librarians, 44 receiving four or higher mean score while the other 39 statements getting mean scores in the range of 3.97 and 3.06. The CLC validated 80 statements. Only 27 statements received four or higher mean score from CLC while the other 53 got mean scores in the range of 3.97 and 3.22. CONCLUSIONS: Medical librarians are required to be well versed with all those competencies which are needed for general librarianship. In addition, they are expected to have adequate knowledge of health sciences environment including medical terminologies and concepts. Sound knowledge of some competencies specific for medical libraries is an additional requirement for library personnel.
Ullah M; Anwar MA
Full Text Available Os valores e as crenças de pais e professores permeiam as práticas de cuidados e socialização das crianças e se expressam nas atividades rotineiras em que elas se engajam com seus diversos cuidadores. Este estudo descreve os valores e as crenças de 10 famílias e 10 professoras a respeito dos seguintes aspectos do desenvolvimento de crianças com e sem síndrome de Down: desenvolvimento motor, escolarização, profissionalização, relações íntimas e expectativas quanto ao futuro. As famílias eram compostas por pai, mãe e filhos, sendo que, em cinco delas, havia uma criança com síndrome de Down e, nas outras cinco, todas as crianças tinham desenvolvimento típico. Os dados foram coletados na residência das famílias, tendo sido realizadas entrevistas semi-estruturadas com os genitores e aplicado um questionário de caracterização do sistema familiar. Já as professoras foram entrevistadas no próprio local de trabalho. Os resultados mostraram diferenças nos valores e crenças relatados pelos genitores de crianças com e sem síndrome de Down, especialmente no que se refere ao desenvolvimento motor do filho. As professoras relataram mudanças no desempenho acadêmico das crianças, bem como em seus relacionamentos sociais. Enquanto as professoras do ensino especial esperam progressos nos resultados acadêmicos, em longo prazo, as professoras do ensino regular esperam resultados mais imediatos de suas crianças com desenvolvimento típico. Os dados indicam algumas similaridades entre as crenças de pais e professoras, as quais acreditam que o apoio e o envolvimento da família podem propiciar à criança com síndrome de Down os avanços necessários ao seu desenvolvimento.Parental and teacher values and beliefs permeate the care and socialization practices of children and are expressed in the daily activities that children engage in with their various caretakers. This study describes the values and beliefs of 10 families and 10 teachers in relation to some aspects of the development of children with and without Down syndrome, such as motor development, academic performance, preparation for work, social and intimate relationships and expectation for the future. The families were composed of both parents and their offspring; five families had one child with Down syndrome and the other five had all children with typical development. The data were collected in the families' homes and the parents participated in semi-structured interviews and answered a questionnaire about the characterization of the family system. The teachers were interviewed in their workplace. The results showed some differences in the values and beliefs reported by the parents of children with and without Down syndrome, particularly in relation to the child's motor development. The teachers reported changes in the children's academic performance as well as in their social relationships. While the teachers of children with special educational needs expect long-term academic performance advances from the children with Down syndrome, the teachers of children with typical development expect more immediate advances from them. The results indicate some similarities between the parents' and the teachers' beliefs; both groups understand that family support and involvement is crucial to the development of the children with Down syndrome.
Nara Liana Pereira-Silva; Maria Auxiliadora Dessen
Full Text Available This book is a collection of wide-ranging, informative and provocative chapters discussing the use of social networks to serve teens, both online and in the library. Comprehensive surveys on this topic are being discussed in this series. The application of social networks is a new era for library services to young adults. Social networking tools are the doorway into their worlds, and the library can use these tools to become a wide-open portal for greater educational opportunities. The aim of this book is to support the belief that teens should be served by libraries in the best ways possible, and social networks may be useful tools to deliver these services to teens. The editors and contributors explain the reasons why so many teens use social networking tools and offer suggestions as to how best to use them to serve teens. They also examine issues of critical concerns to librarians and parents, such as safety and privacy issues, and study the social and educational benefits of online social networking. The book is organized into 12 chapters with a series forward and introduction, a comprehensive table of contents, references, a list of useful websites at the end of each chapter, an index and finally a section on the editors and contributors.
Elaheh Hossseini; Mohammadamin Erfanmanesh
Offers a plan whereby teachers write parents end-of-school letters about students who were excellent, who had made good classroom contributions, or who had made academic turnarounds. Considers this plan an effective means of improving parent-teacher relationships. (RL)
Full Text Available Introduction:To have a successful life, functional life skills are essential. However, in educational systems, there is not enough time for the realization of all the needs. One of the most fundamental goals of needs assessment activities is to identify the needs and goals and their importance for practical applications. The main purpose of this study was to determine the priorities of life skills for high school girls in the third grade, to design more desirable educational programs for them.Methods:In a descriptive study on the third grade students, teachers, advisors and parents, 200 subjects were selected through cluster sampling. The research instrument included three valid and reliable questionnaires in which there were 10 questions on the priorities of life skills.Results:Overall, life skill priorities from the viewpoint of all the subjects include self-awareness, decision making, effective communication, creative thinking, empathy, interpersonal relationship, coping with stress, problem solving, critical thinking, and coping with emotions. Of the 120 high school female students 7.56%, had not undergone any education on life skills.Conclusion:The priorities of life skills from the viewpoint of the three groups of third grade students, parents and teachers were different. More than half of the students (7.56%) had no education on the skills. Self- awareness, effective communication with others and decision making were identified as the first three priorities.
Mahnaz Solhi; Maryam Sahrayyan; Hamid Haghani; Shiva Beagizadeh
"Copyright for Librarians" (CFL) is an online open curriculum on copyright law that was developed jointly with Harvard’s Berkman Center for Internet and Society. Re-designed as a brand new textbook, "Copyright for Librarians: the essential handbook" can be used as a stand-alone resource or as an adjunct to the online version which contains additional links and references for students who wish to pursue any topic in greater depth. Delve into copyright theory or explore enforcement. With a new index and a handy Glossary, the Handbook is essential reading for librarians who want to hone their skills in 2013, and for anyone learning about or teaching copyright law in the information field.
Berkman Center for Internet and Society
Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002-2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed. PMID:23564059
Gregory, Anne; Huang, Francis
Full Text Available Literature in emotional management has considered that emotions of employees may have important organizational implications. In librarianship, emotions also play an important role in affecting librarians’ attitude to patrons and in turn his/her job performance. Yet the exploration of emotion has not been much studied in Taiwan’s librarianship. Hence, the purpose of this study is trying to explore librarians’ perception and causes of negative emotions in the library settings in Taiwan. The result indicates that librarians in Taiwan experience significant levels of negative emotions, and interpersonal relationship appears as one of the most important causes.[Article content in Chinese
Su-May Sheih Chen
As schools across the country face increasing fiscal restraints, school library professional positions are being eliminated at an alarming rate. As a result, many school librarians are becoming the only certified library professional in a district, serving multiple schools and grade levels. Suddenly, each is a solo librarian. As a solo librarian…
Adams, Helen R.
Full Text Available Librarians address all levels of information needs for the university: its acquisition, its production, its storage, and instruction for its safe and gainful use. Most of today's college students have a high degree of computer literacy but are weak in their abilities to determine the quality of the information that is so readily available. Students need to be taught to find, evaluate, and use information in an academically-oriented manner in order to solve complex problems. Good library skills are integral to academic success. In conjunction with research and teaching faculty, librarians create a framework for knowledge acquisition in the evolving university education.
Claudia J. Dold
The Impact of Parental Bipolar Affective Disorder on Adolescent Behaviour--Positive Messages to Young People, Parents, Teachers and Other Professionals Working with Children Whose Parents Suffer from Mental Health Problems
|The impact of parental mental health difficulties on the developing child is well evidenced and documented. In this article Kate Olliver-Kneafsey, Ev Thornton and Wendy Williamson suggest that despite the difficulties young people face when parental mental illness is a feature of family life, it is not all gloom and doom, and give some important…
Olliver-Kneafsey, Kate; Thornton, Ev; Williamson, Wendy
|The parent of a blind child urges other parents of handicapped children to realize their value in relationships with professionals by presenting ideas and information and cooperating with teachers and administrators in problem solving. She emphasizes the importance of parents understanding and communicating their own limits. (CL)|
Full Text Available This work investigates using subject librarians to conduct copyright clearance in an institutional repository (IR). At Utah State University, the library assures copyright clearance for faculty scholarship, thereby garnering input of faculty scholarship into the IR. Currently, subject librarians are not widely participating in routine IR work; however, the involvement of subject librarians with the IR offers benefits to the subject librarians and the institution as a whole. This article provides a model for institutions needing new solutions for copyright clearance using subject librarians and discusses the rationale, benefits and challenges of adopting this model.
Heather Leary; Kacy Lundstrom; Pamela Martin
Full Text Available ?????? ?????????? ???????? ?????????? ????????????? ??????????? ??????????? ?????????? ? ??’???? ? ???????? ????????? ????????????? ?????????? ?? ???????????? ??????????? ?????????. ???????? ??????? “???????????? ???????????” ?? "????????? ????????????? ???????????". ????????? ?????? ?? ????????? ????????????. ?????????????? ???? ?????????? ???? ?????????? ???????????? ????????????? ?? ???????. ? ?????? ???? ???????? ??????? ????????? ??????? ??? ?????????? ????????????? ??????????? ?????????????, ?? ???????????? ? ?????? ????????< The article is devoted the problem of increase of information literacy of library workers in connection with active development of information technologies and introduction of electronic libraries. There are explained “information literacy” and "standards of information literacy" concepts, noted requirements for the modern librarian. There is analyzed the state of activity to in-plant training librarians in Ukraine. In the article are selected general educational resources for the increase of information literacy of librarians, which are offered in the Internet. There is offered the special course of “Basis of librarian information literacy”. This course satisfies modern requirements to the librarian
Full Text Available Abstract in spanish Se presentan los resultados de un estudio llevado a cabo en un contexto comunitario con adolescentes españoles que presentan fobia social generalizada. El principal objetivo de esta investigación es analizar si los datos aportados por diferentes agentes de información (adolescentes, sus padres y profesores), mediante la versión creada para ello de esta escala (SAS-A total, SAS-A Padres y SAS-A Profesores), coinciden en la percepción de la mejora, atendiendo al tipo (more) de tratamiento recibido, con el fin de analizar la validez social de los cambios. Los cincuenta y nueve sujetos seleccionados, de edades comprendidas entre 14 y 17 años, siendo el 67,8% chicas, fueron asignados al azar a tres condiciones experimentales: Tratamiento psicológico estructurado (cognitivo-conductual), Transmisión de información relativa a la ansiedad en general y a la fobia social en particular y Grupo de control lista de espera. Los resultados muestran que los adolescentes que recibieron tratamiento psicológico estructurado alcanzan mejores resultados en todas las variables medidas y que dichos cambios son percibidos por sus padres y profesores, siendo el grado de concordancia entre estos últimos mayor que entre éstos y los adolescentes Abstract in english The results of a research conducted with adolescents who suffer generalized phobia at a community setting, are presented. The main objective was to analyze if the data from different informants (adolescents, their parents, and teachers) obtained with a scale designed for this purpose (SAS-A complete, SAS-A parents, and SAS-A teachers) were consistent in the improvement perception, in function of the kind of treatment received; aiming at analyzing the social validity of th (more) e changes. The 59 participants who were selected had between 14 and 17 years of age (67.8% girls), and were randomly assigned to three experimental conditions: structured behavioral treatment (cognitive-behavioral), transmission of information regarding general anxiety disorders and social phobia in particular, and a control group which remained in waiting list. The results showed that adolescents in the structured behavioral treatment had a better evolution in all the psychological variables that were assessed, and that the changes were perceived by their parents and teachers, being the concordance between the later and the former higher than each of them with the adolescents
Olivares-Olivares, P. J.; Rosa-Alcázar, A. I.; Olivares-Rodríguez, J.
Back when the author was the school librarian at Little Elementary School in Arlington, Texas, she started writing and publishing books for children. She had completed her master's and PhD in Library Science from Texas Woman's University while working full time, and when she finally finished, she had such well-honed time management skills that she…
This article profiles Craig Buthod, director of the Louisville Free Public Library (LFPL) who is named "LJ"'s 2010 Librarian of the Year. An ability to convert setbacks into opportunities is the key to the successful career of Craig Buthod. Buthod possesses a unique combination of optimism, managerial talent, political savvy, and a willingness to…
Berry, John N., III
Full Text Available This paper covers the explanation of marketing mix for librarians and information professionals and the nature of the elements of the marketing mix. It discusses the traditional issues arising from the marketing mix and issues which are more appropriate for libraries and information services.
Mimutie Moikan Mollel
This study examined concordance between adult and child reports of child suicidality using a sample of 1,046 8-year-old children at risk for, or having experienced, maltreatment. Concordance was low with both caregivers and teachers. For children reporting no suicidality, caregiver-child agreement was associated with few transitions in caregiver…
Thompson, Richard; Dubowitz, Howard; English, Diana J.; Nooner, Kate B.; Wike, Traci; Bangdiwala, Shrikant I.; Runyan, Desmond K.; Briggs, Ernestine C.
School districts around the country are finding that smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce their energy consumption and costs. These savings can then be redirected to educational needs such as additional teachers, instructional materials, or new computers.
Full Text Available Educational Psychology has made strides in helping educators to understand the physical, cognitive and emotional development of children including children with disabilities1. Although the education of mentally, emotionally and physically challenged students has taken centre stage, traditional beliefs have persisted in influencing the education of children with special needs. Thus this article dwells on the negative attitudes that parents have towards the education of their children with special needs, especially those with cerebral palsy. These negative attitudes have their origins in traditional African culture where the causes on many disabilities were not wellunderstood; hence having a disabled family member was regarded as taboo. Empirical investigation has shown that negative traditional parental attitudes, perceptions and beliefs impact unfavourably in the education of children with disabilities. Interestingly parents have little faith in the work of educational psychologists, preferring to consult traditional healers. Would equipping traditional healers with psychological knowledge make the difference?
Sylod Chimhenga; Charles Musarurwa
The Relationships of Adolescent School-Related Deviant Behaviour and Victimization with Psychological Distress: Testing a General Model of the Mediational Role of Parents and Teachers Across Groups of Gender and Age
|Deviant behaviour and victimization at school have been consistently related to poor psychological adjustment in adolescents. This research explores the mediating role that parents and teachers have in adolescent psychological distress in 973 Spanish students aged 11-16 years old. Structural equation analyses results showed that adolescent…
Herrero, Juan; Estevez, Estefania; Musitu, Gonzalo
Designed to assist Spanish-speaking parents and teachers in understanding special education procedures, this book describes the process for obtaining school services for children with disabilities. An introduction reviews six major provisions of the Individuals with Disabilities Education Act (IDEA) that relate to children's rights to a free,…
Anderson, Winifred; Chitwood, Stephen; Hayden, Deidre
Relação família-escola: práticas educativas utilizadas por pais e professores/ Family-school relationship: parents and teacher?s educative practices/ Relación familia-escuela: prácticas educativas usadas por padres y profesores
Full Text Available Abstract in portuguese Este estudo analisa as continuidades e descontinuidades na relação família-escola frente aos problemas de comportamento da criança, investigando a utilização e as percepções sobre as práticas educativas de pais e professores em ambos os contextos, bem como a existência de ações conjuntas. Participaram do estudo 4 progenitores e 4 professoras de escolas privadas de Porto Alegre, respondendo, cada um deles, a duas entrevistas cujos dados sofreram análise de con (more) teúdo. Os resultados apontaram heterogeneidade das práticas educativas parentais e diferentes níveis de conhecimento entre os participantes acerca das práticas utilizadas, revelando fronteiras rígidas entre a família e a escola. Identificou-se a supremacia do saber das professoras sobre os pais, reforçada pelo fato das atitudes conjuntas enfocarem o caráter curativo e orientador da escola sobre a família. A discussão dos dados propõe alternativas para uma intervenção conjunta família-escola frente aos problemas de comportamento das crianças. Abstract in spanish Este estudio analiza las continuidades y discontinuidades en la relación familia-escuela frente a los problemas de comportamiento del niño, investigando la utilización y las percepciones sobre las prácticas educativas de padres y profesores en ambos contextos; así como la existencia de acciones conjuntas. Participaron del estudio cuatro progenitores y cuatro profesoras de escuelas privadas de Porto Alegre, respondiendo cada uno de ellos a dos entrevistas; cuyos datos (more) fueron sometidos a Análisis de Contenido. Los resultados indicaron heterogeneidad de las prácticas educativas parentales y diferentes niveles de conocimiento entre los participantes acerca de las prácticas utilizadas, revelando fronteras rígidas entre la familia y la escuela. Se identificó la supremacía del saber de las profesoras sobre los padres, reforzada por el hecho de que las actitudes conjuntas enfocan el carácter curativo y orientador de la escuela sobre la familia. La discusión de los datos propone alternativas para una intervención conjunta familia-escuela frente a los problemas de comportamiento de los niños. Abstract in english This article aims to analyze the family-school relationship and its continuity and discontinuity towards child behavior problems. We investigate the perception and use of child-rearing practices by parents and teachers, within both contexts. We also investigate whether there were some planned joint activities towards child behavior problems. Four parents and four teachers from Porto Alegre private schools have participated in this study by answering two interviews. These (more) interviews were analyzed according to their content. The results indicated heterogeneity in the parents? educative practices, distinct levels of knowledge about educative practices among the participant subjects. They reveal a clear boundary between family and school. It was identified the supremacy of teacher´s knowledge over parents´ knowledge. This was reinforced by the fact that joint activities focused on the family orientation by the school. The results were discussed and we proposed alternatives to a family-school integrative intervention towards child behavior problems.
Silveira, Luiza Maria de Oliveira Braga; Wagner, Adriana
Full Text Available BACKGROUND: Strengths and difficulties questionnaire (SDQ) is a widely used instrument for screening mental problems in children and adolescents. The main aim of this study was to evaluate the validity and psychometric properties of this questionnaire in comparison with the children behavior checklist (CBCL) and psychiatric interview.METHODS: The study was done in two stages. At stage one, 600 children aged between 6 and 12 were evaluated using the parent and teacher versions of SDQ and CBCL. At stage two, 25 children with the scores above the cut point reported by the developer of SDQ and 27 children with the score below this point were selected to be interviewed by a child and adolescent psychiatrist according to Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) classification and by another clinician using the K-SADS-PL (Schedule or Affective Disorders and Schizophrenia for School-Age Children- Present and Lifetime Version) as a semi structured interview.RESULTS: The mean scores of SDQ subscales found in this study were comparable to what found in other studies in other countries. The cut-off points of SDQ were almost similar to that of other researches. The internal consistency and concurrent validity of this questionnaire was good.CONCLUSIONS: The current study showed that both parent and teacher versions of SDQ in Persian language can be used as a valid tool in screening the mental problems in children and adolescents.KEYWORDS: SDQ, CBCL, mental problems, children, K-SADS.
Zahra Shahrivar; Mehdi Tehrani-Doost; Bahareh Pakbaz; Azita Rezaie; Fatemeh Ahmadi
Full Text Available The study investigates current evening reference practices of all university libraries in Taiwan through a nationwide questionnaire survey and in-depth face-to-face interviews, It examines night-shift academic reference librarians' attitudes towards evening reference staffing models and reward systems, and their perceptions of the impact of evening work on the individual's family/parental relationship, physical and mental health status, and learning plan. It further explores the perceived need and feasibility of using collaborative live virtual reference to supplant in-person evening reference from the librarian's perspectives. The study also identified possible barriers that could hinder the success of such collaboration without supportive changes from the administration and management
This paper deals with the initial findings from an international research project called "Children Crossing Borders." This study focused on discovering how early childhood education and care (ECEC) systems in five countries (the UK, France, Germany, Italy, and the USA) serve the children of recent immigrants and what parents with diverse…
This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum.
Dinkelman AL; Viera AR; Bickett-Weddle DA
This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum. PMID:22023922
Dinkelman, Andrea L; Viera, Ann R; Bickett-Weddle, Danelle A
Full Text Available This article considers preliminary findings from ethnographic fieldwork undertaken in Australia and Canada in do-it-yourself (DIY) libraries and archives. These spaces are usually run on small or no budgets, often in squatted or donated spaces, with no paid staff. They are motivated by a DIY ethos, and often have a connection to so-called “underground” communities. In this article the author responds to Chris Atton’s model of librarian-as-ethnographer, which argues that information workers can draw on ethnographic methods to build cultural maps of grassroots and DIY communities. The author proposes that there are information professionals already in these communities, and their roles in both professional and DIY libraries enhances the librarian-as-ethnographer model by providing an insider perspective that may mediate tensions between the two collection spaces. The author draws on her fieldwork in zine libraries, infoshops, and social centers as example.
Full Text Available The paper deals with the relations between formal education of librarians within the Department of Library Science on the Faculty of Arts, University of Ljubljana, and the quality of work of librarians. The university must give to the students more then only specialized knowledge needed on their working places in libraries. The profile of a librarian is rapidly changing and the information technology has brought to librarians new contents of work. But the »book« will not be superseded by the computer, but book and computer will coexist in the third millenium library. The curriculum on the Department of Library Science will have to take into account these developments. But for the high quality of librarian's work more is required then formal education: the personal drive to achieve more than average in his or her everyday work is the quality that will make a good librarian.
Efeito pai professor: o impacto da profissão docente na vida escolar dos filhos/ Teacher parent effect: the impact of having a teacher parent on children's school life/ Efecto padre profesor: el impacto de la profésion docente en la vida escolar de sus hijos
Full Text Available Abstract in portuguese Este artigo pretende divulgar os resultados de uma pesquisa de doutorado recentemente finalizada que investigou as práticas educativas de famílias em que pelo menos um dos progenitores exercia a profissão de professor. A pesquisa buscou identificar, analisar e discutir as múltiplas práticas educativas e estratégias de escolarização que pais professores desenvolvem no quadro da vida escolar de seus filhos. Os resultados obtidos mostram que, de um modo geral, os pai (more) s professores se mobilizam intensamente para favorecer a escolarização dos filhos, mas que essa mobilização não se dá de modo homogêneo para as diferentes famílias. A origem social, as condições objetivas de existência, a rede de ensino de atuação profissional, as experiências docentes e os modos de configuração das dinâmicas familiares modulam as práticas educativas dos pais professores e impactam a relação que eles estabelecem com a vida escolar dos filhos. Abstract in spanish Este trabajo pretende divulgar los resultados de una investigación doctoral recientemente concluida, fundamentada en las prácticas educativas de las familias en las que, al menos, uno de los padres ejercía la profesión docente. La investigación buscó identificar, analizar y discutir las muchas prácticas y estrategias educativas que los padres que ejercen la docencia desarrollan dentro de la vida escolar de sus hijos. Los resultados obtenidos en esta investigación (more) muestran que, de manera general, los padres que ejercen la docencia están más intensamente movilizados para apoyar la enseñanza de sus hijos, pero que esa movilización no se produce homogéneamente entre las distintas familias. El origen social, las condiciones objetivas de existencia, el sistema escolar de desempeño profesional, las experiencias de enseñanza y las diferentes configuraciones de la dinámica familiar afectan a las prácticas educativas de los padres profesores e influyen en las relaciones que establecen con la vida escolar de sus hijos. Abstract in english This paper aims to disseminate the results of a recently completed doctoral research that investigated the educational practices of families in which at least one parent is a teacher. The research sought to identify, analyze and discuss the multiple educational practices and strategies that teacher parents develop as part of the school life of their children. The results obtained show that, in general, parents who are teachers work more intensely on promoting their childr (more) en's education, but that such work varies from family to family. Social origins, objective living standards, school systems, teaching experience and the different configurations of family dynamics shape the educational practices of such parents and impact on the relationship they establish with their children's school life.
Nogueira, Marlice de Oliveira e
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.
Ruble L; Birdwhistell J; Toland MD; McGrew JH
Full Text Available Introduction: this age is based on education and research, but librarians have the main role for teaching information literacy and using the references to the users. Librarians, themselves should have enough information literacy and skills in order to move information to users and give convenience information services to their users’ library. The objective of this research is the survey study of information literacy among librarians at the university libraries. Methods: this research is a descriptive and applied study. The data were gathered from 100 librarians at Center University libraries: beheshtit Tehran, tarbiyat modarres, medical university of Iran and Shahid Beheshti by questionnaire and present refer. Questionnaire included 31 close questions in two part, first part was related to information skills and services to the users in their libraries and the second part was related to study of information literacy in librarian field and the alpha cronbakh for the questionnaire was 0.95 that show the high validity and ratability for the questions. and used SPSS for giving average and analytical columns. Results: The research shows that the most using are from online database(58%)internet(69%) and computer catalog(71%) Librarians at tarbiyat modares with 3.62 average have the best skills in using the materials and librarians at medical university of Shahid Beheshti were very low in skills. Following resources have great average of using between librarians: Persian book (3.82) and database (3.56). in Tehran university the average of information literacy between librarians was 3.94 , Tarbiyat Modaress 3.90 and medical science of Iran university 3.68medical science of Beheshti university 4.06 and Beheshti university was 3.72. that show the average of information literacy between librarians. Conclusion: Research finding indicated that librarian’s information literacy level in Center University libraries aren’t good and the level is middle. Therefore it was recommended that training English language and information literacy lesson at university.
R Pournaghi; Z Abazari
Full Text Available The Medical Librarian’s Bibliography 2009 lists all articles from GMS Medizin – Bibliothek – Information and selected publications relevant to medical librarians from following journals: ABI Technik, Bibliothek Forschung und Praxis, Bibliotheksdienst, BIT online, BuB: Forum Bibliothek und Information, Information – Wissenschaft & Praxis, Journal of the European Association for Health Information and Libraries, Mitteilungen der Vereinigung Österreichischer Bibliothekarinnen und Bibliothekare, Zeitschrift für Bibliothekswesen & Bibliographie.
Full Text Available The purpose of this paper is to introduce the concept of Quality of Working Life (QWL) to the library and information field and to assess the QWL among public librarians. The researcher explores every aspects of QWL among the public librarians in Taiwan and the result of an empirical study is presented. Also, by promoting public librarians’ understanding of QWL concepts, researcher wouldlike to urge public librarians to pursuit a higher level of QWL, and in turn to improve the service quality of public library. [Article content in Chinese
Chen Su-may Sheih
Parent to Parent Support A publication of the National Dissemination Center for Children with Disabilities, January 2011 Sandra and Bruce’s Story ... the conversations—and an unexpected friendship— began! What’s Parent to Parent? Parent to Parent is a program ...
|Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held…
Lee, Elizabeth A.; Reed, Brenda; Laverty, Corinne
Students in Nova Scotia Schools Without Teacher-Librarians are not Achieving Department of Education Expectations for Information Literacy Skills. A review of: Gunn, Holly, and Gary Hepburn. “Seeking Information for School Purposes on the Internet.” Canadian Journal of Learning and Technology 29.1 (Winter 2003): 67?88. 24 May 2007
Full Text Available Objective – This study investigated whether the expectations for Internet searching strategies outlined in provincial curriculumg oals are being met in Nova Scotia Schools. Twelfth-grade students in representative schools were surveyed as to their Internet information seeking strategies and their perceptions of the effectiveness of those strategies. The results are presented as six themes based on the survey questions.Design – Survey questionnaire consisting of yes/no, multiple-choice, Likert style, and open?ended responses.Setting – Twelfth?grade students from four high schools in one district in Nova Scotia. Total participants: 198.Subjects – Questionnaires were analyzed from 243 general practitioners, practice nurses, and practice managers in four Nottingham primary care trusts as well as practices in the Rotherham Health Authority area.Methods – Four research questions guided this study: 1. What strategies and techniques do students use that are helpful for information?seeking on the Internet? 2. What knowledge do students have of the different World Wide Web search engines? 3. How do students perceive their ability to locate information for school purposes on the Internet? 4. How do students learn how to seek information on the Internet for school related assignments? The survey was developed through a literature review of previous research. Each survey item reflected a theme and one of the four research questions. The survey was field tested in a pilot study with two twelfth?grade students, and two twelfth grade English classes.The sample was assembled by asking principals at the four schools to identify two classes in each of their schools that represented mixed academic abilities. Three schools chose English classes, and one school chose math classes participate in the study. All students had agreed to be a part of the study and only students present in class on the day the questionnaire was given were represented. No effort was made to include students who were absent. Results were tabulated as percentages of responses, and presented in tables related to the themes of the four research questions.Main results – Throughout the study, students reported very few strategies for effective Internet searching. They cited friends and family members rather than teachers as their main sources for support, and reported self?taught trial and error as the most common method of learning search strategies. Despite their lack of effectiveness, most students considered themselves “good” or “very good” at finding the information they need for school purposes. Most of the students used very few of the strategies associated with effective searching that have been stated in prior research studies.• Research Question One: Use of Strategies and Techniques for Information?Seeking on the Internet Only 15% of students used Boolean operators regularly. Over 70% of students did not know how to eliminate commercial sites, use particular features, limit searches to recently updatedp ages or limit searches to the title section of a Web page.• Research Question Two: Knowledge of World Wide Web Search Engines. Google was the overwhelming choice, with 66.7% percent of students reporting that they used it regularly. Other search engines were used from 0 to 22%.• Research Question Three: Students’ Perception of Their Information?Seeking Ability on the Internet 81.3 % of students reported their abilities as good or very good. Only 5% felt their abilities were poor.• Research Question Four: How Students Learn What They Know About Information?Seeking on the Internet 72.7% reported self?teaching strategies. 39.8% relied on friends or classmates, 36.8 % relied on teachers. 2.5% reported librarians as a source Of the students who reported self?teaching,53% used trial and error, 6.6% used help screens and 4% searched for assistance. 80.8% of students who reported teachers as a source for learning information strategie swere taught in computer?related classes, rather than in content ar
Full Text Available [Portuguese] Reflexões referente à profissão do bibliotecário na Sociedade do Conhecimento sobre qual será a posição do bibliotecário diante dela, sobre se a máquina substituirá o homem, sobre se haverá uma espécie de competitividade entre homem e máquina e, finalmente, sobre se a máquina supera as funções do homem. [English] Reflections about the librarians profession at the Kwonledge Society: which will be his position, if and how the machine will the machine will substitute the man, if will be a competitive enviromental impact between man and machine and how the machines will surpassable the men functions.
Graça Maria Fragoso
This exploratory study assesses the differences and similarities between how instruction librarians in Western Canada use Google and how they instruct students to use it. Survey results indicate that these librarians do use Google but can be influenced by faculty to present Google negatively to students. (Contains 4 figures and 1 table.)
Sorensen, Charlene; Dahl, Candice
|The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at…
Full Text Available In the Library with the Lead Pipe is pleased to welcome guest authors Iris Jastram, Danya Leebaw, and Heather Tompkins. They are reference and instruction librarians at Carleton College, a small liberal arts college in Minnesota. Becoming forensic librarians “Wait, this is information literacy?” a rhetorician at our workshop exclaimed in excited surprise. “But this [...
This study investigates librarians' satisfaction with general interdisciplinary databases for undergraduate research and explores possibilities for improving these databases. Results from a national survey suggest that librarians at a variety of institutions are relatively satisfied overall with the content and usability of general,…
Gilbert, Julie K.
Full Text Available ???14-21Among 150,000 librarians working in the United States, about 5% were Asians and Pacific Islanders (API), who worked mainly in the academic and large public libraries. Most Asian librarians had the unique characters of bilingual and bicultural background. They not only played a key service role to the API communities in the U.S., but also served as a bridge between mainstream American culture and the Asian culture that bound the API community together for generations. The Chinese American librarians have been a major component of API librarians and their association -- Chinese American Librarians Association (CALA) is one of the most active ones among U.S. minority librarians associations. Chinese American librarians worked in all areas of library profession, especially in the technical services and Asian Studies libraries. The representation of Chinese American librarians working in the management category has been below the national average, which was a common phenomenon among Asian American educators in general.
? Jian-Zhong (Joe) Zhou
Estilos de liderança de professores: aplicando o modelo de estilos parentais/ Teachers' leadership styles: applying the parental styles' model/ Estilos de liderazgo de maestros: aplicando el modelo de estilos parentales
Full Text Available Abstract in portuguese Professores orientam os comportamentos das crianças estabelecendo diferentes climas emocionais no uso das estratégias educativas em sala de aula. Esse trabalho busca delinear uma análise dos estilos de liderança de professores aplicando o modelo de estilos parentais. Inicialmente, foi feita uma análise de literatura realizando uma busca nas bases de dados: Scielo, Science Direct e Scopus, utilizando os descritores: teachers' leadership styles, teachers' teaching styl (more) es e school leadership. Com essa busca constatou-se que existem diversas definições, formas de análise e variáveis estudadas, conforme a teoria adotada. Posteriormente, foi realizada a análise da relação professor-aluno aplicando o modelo de estilos parentais, que apresenta uma análise do sistema das relações a partir de duas dimensões: responsividade e exigência. Assim, foram categorizados quatro estilos de liderança: autoritário, permissivo, negligente e participativo. Conclui-se que o modelo de estilo parental fornece uma boa base teórica para pautar a análise dos estilos de liderança de professores. Abstract in spanish En lo que a comportamiento se refiere los maestros orientan a los niños estableciendo diferentes climas emocionales según el uso de estrategias educativas en aula. Este trabajo busca perfilar un análisis de los estilos de liderazgo de maestros por medio de la aplicación del modelo de estilos parentales. Inicialmente se hizo un análisis de literatura a partir de una búsqueda en las bases de datos Scielo, Science Direct . Scopus, utilizando las palabras clave teacher' (more) s leadership styles. teacher's teaching styles e school leadership. Los resultados permitieron constatar que existen diversas definiciones, métodos de análisis y variables estudiadas, de acuerdo con la teoría adoptada. Posteriormente se realizó el análisis de la relación profesor-alumno aplicando el modelo de estilos parentales que presenta un análisis de sistema de relaciones a partir de dos dimensiones: capacidad de respuesta y exigencia. Se categorizaron cuatro estilos de liderazgo: autoritario, permisivo, negligente y participativo. Se concluye que el modelo de estilo parental constituye buena base teórica para orientar el análisis de los estilos de liderazgo de maestros. Abstract in english Teachers guide children's behavior by establishing different emotional climates in the use of educational strategies in the classroom. This paper seeks to outline an analysis of leadership styles of teachers applying the model of parenting styles. Initially, an analysis of literature by performing a search in the databases: Scielo, Science Direct and Scopus using the key words: teachers' leadership styles, teachers' teaching styles and school leadership. With this search (more) we found that there are several definitions, methods of analysis and variables, as the espoused theory. Subsequently, we performed the analysis of teacher-student relationship by applying the model of parenting styles, which presents an analysis of the system of relationships from two dimensions: responsiveness and demandingness. So were categorized four leadership styles: authoritarian, permissive, neglectful, and authoritative. We conclude that the model of parenting style provides a good theoretical basis to guide the analysis of teachers' leadership styles.
Batista, Ana Priscila; Weber, Lidia Natalia Dobrianskyj
Full Text Available ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????The aggressive patrons’ outrageous and unreasonable behavior would have serious influence on circulation librarians. However, in order to maintain the service quality, “emotional labor” is usually performed by the librarians when encounter aggressive patrons. Emotional labor is the manipulation of the required emotional expression, and the strategies used to maintain the service quality. To understand circulation librarians’ service strategies coping with aggressive patrons from the perspective of emotional labor, semi-structured in-depth interviews were conducted in this study. The interviewees consisted of 15 university circulation librarians all over Taiwan. The findings revealed that the factors which may elicit aggressive reaction included library services and the patrons’ personal traits. And to cope with the aggressive patrons, the circulation librarians would employ self-controlling, surface acting, and other service strategies such as persuasion or active listening.
Chen Su-May Sheih
Full Text Available The transition of traditional library collections to digital or virtual collections presented the librarian with new opportunities. The Internet, Web en-vironment and associated sophisticated tools have given the librarian a new dynamic role to play and serve the new information based society in bet-ter ways than hitherto. Because of the powerful features of Web i.e. distributed, heterogeneous, collaborative, multimedia, multi-protocol, hyperme-dia-oriented architecture, World Wide Web has revolutionized the way people access information, and has opened up new possibilities in areas such as digital libraries, virtual libraries, scientific information retrieval and dissemination. Not only the world is becoming interconnected, but also the use of Internet and Web has changed the fundamental roles, paradigms, and organizational culture of libraries and librarians as well. The article describes the limitless scope of Internet and Web, the existence of the librarian in the changing environment, parallelism between information sci-ence and information technology, librarians and intelligent agents, working of intelligent agents, strengths, weaknesses, threats and opportunities in-volved in the relationship between librarians and the Web. The role of librarian in Internet and Web environment especially as intermediary, facilita-tor, end-user trainer, Web site builder, researcher, interface designer, knowledge manager and sifter of information resources is also described.
K. Nageswara Rao; KH Babu
Full Text Available An academic library is supposed to provide quality services to the students, faculty employees and others. The students, who constitute the majority of the users, often seem to lack the skills and knowledge necessary to navigate and locate items within the library during this crucial period of life between education and employment.University librarians play a key role in explaining all the services of an academic library.A library is used by students mostly as a place to study, wait for their classes to start or search for the necessary literature. A question arose: how well do the students know the duties of academic librarians and how to encourage them to learn more about their work and find out what these information technology experts can offer? Students of the University of Ljubljana have been interviewed to determine that. 98 students of the average age of 23 years were interviewed in December 2008 and January 2009. The results showed their poor knowledge of academic libraries as most of the students do not know how many people are employed there and what their skills and everyday duties are. They do believe, however, that the professors encourage them to visit the library, but sadly do not perceive the librarians as qualified assistants of the faculty and only seldom credit them for their part in achieving their scholastic performance. We can therefore conclude that academic librarians are not key persons to the students during the time of attending the university. The academic library should try harder to emphasize its prominence and role in tertiary education as a key factor in information literacy - an important part of lifelong learning.
Mira Vidic; Primož Južni?
Full Text Available El artículo de investigación que se presenta tiene como fin indagar, en los estudios teóricos y empíricos que se abordan, cómo consideran la televisión los padres, los docentes y los niños. El objetivo perseguido es comparar las tres perspectivas, para posteriormente poder continuar la investigación, con un trabajo de campo que compruebe y contraste los hallazgos teóricos. Los trabajos relevados estudian universos de distintas regiones geográficas y de diferentes grupos sociales, pero poseen fuertes coincidencias, ampliamente significativas.Neste artigo indaga-se, desde as perspectivas teóricas e práticas examinadas, como consideram os pais, os docentes e os meninos a televisão. Procura-se comparar as três perspectivas para continuar a pesquisa em um trabalho de campo que prove e contraste os achados teóricos. São estudados universos de diferentes regiões geográficas e distintos grupos sociais, que têm coincidências muito significativas. É importante destacar que a influência dos adultos no imaginário dos meninos acerca da televisão é muito mais forte do que poderia supõe-se à primeira vista. Para avaliá-la são revelados textos e estudos levados ao cabo na Argentina e outros países, e chega-se a uma síntese final. O artigo carateriza-se por o seu enfoque exploratório e descritivo, que finaliza em uma conclusão valorativa.The following research article examines what parents, teachers and children think about television, based on a series of theoretical and empirical studies. The objective is to compare the three perspectives, before going on to test and compare the theoretical findings in the field. Although the studies in question focus on different geographic regions and different social groups, they reveal clear coincidences that are quite significant.
Full Text Available Abstract in portuguese Neste artigo indaga-se, desde as perspectivas teóricas e práticas examinadas, como consideram os pais, os docentes e os meninos a televisão. Procura-se comparar as três perspectivas para continuar a pesquisa em um trabalho de campo que prove e contraste os achados teóricos. São estudados universos de diferentes regiões geográficas e distintos grupos sociais, que têm coincidências muito significativas. É importante destacar que a influência dos adultos no imagi (more) nário dos meninos acerca da televisão é muito mais forte do que poderia supõe-se à primeira vista. Para avaliá-la são revelados textos e estudos levados ao cabo na Argentina e outros países, e chega-se a uma síntese final. O artigo carateriza-se por o seu enfoque exploratório e descritivo, que finaliza em uma conclusão valorativa. Abstract in spanish El artículo de investigación que se presenta tiene como fin indagar, en los estudios teóricos y empíricos que se abordan, cómo consideran la televisión los padres, los docentes y los niños. El objetivo perseguido es comparar las tres perspectivas, para posteriormente poder continuar la investigación, con un trabajo de campo que compruebe y contraste los hallazgos teóricos. Los trabajos relevados estudian universos de distintas regiones geográficas y de diferentes grupos sociales, pero poseen fuertes coincidencias, ampliamente significativas. Abstract in english The following research article examines what parents, teachers and children think about television, based on a series of theoretical and empirical studies. The objective is to compare the three perspectives, before going on to test and compare the theoretical findings in the field. Although the studies in question focus on different geographic regions and different social groups, they reveal clear coincidences that are quite significant.
Full Text Available O presente estudo pretende contribuir para o esclarecimento de questões relativas ao acordo entre pais e educadores quando avaliam o desenvolvimento infantil e com o grau em que estas avaliações estão relacionadas com aptidões cognitivas das crianças. Cento e setenta e três crianças pré-escolares foram classificadas de modo independente por pais e por educadores em diferentes áreas do desenvolvimento e os resultados na WPPSI-R foram tomados como critério externo. A idade e o género das crianças foram considerados nas análises realizadas. O grau de acordo entre informadores revelou-se baixo a moderado. Em comparação com os educadores, os pais classificam os seus filhos como mais desenvolvidos. Algumas dimensões do desenvolvimento (e.g. aprendizagem) encontram-se mais relacionadas com o desempenho na WPPSI-R do que outras. Os resultados são discutidos quanto às suas implicações para a avaliação psicológica de crianças pré-escolares.This paper addresses issues related to the agreement between parents and teachers when they assess children's development, and to what extend those assessments are related to children's cognitive abilities. A hundred seventy three preschoolers were independently classified by their parents and teachers regarding different developmental domains. The results on the WPPSI-R test were taken as an external criterion to evaluate the accuracy of the parents' ratings. Children's age and gender were considered in the analysis. Inter-rater agreement is low to moderate. Compared with teachers, parents systematically rate their children as more developed. Some dimensions of development (e.g. learning) are more related to performance on the WPPSIR than others. Results are discussed regarding their implications to the psychological assessment of preschoolers.
Maria João Seabra-Santos; Maria Filomena Fonseca Gaspar
Full Text Available Abstract in portuguese O presente estudo pretende contribuir para o esclarecimento de questões relativas ao acordo entre pais e educadores quando avaliam o desenvolvimento infantil e com o grau em que estas avaliações estão relacionadas com aptidões cognitivas das crianças. Cento e setenta e três crianças pré-escolares foram classificadas de modo independente por pais e por educadores em diferentes áreas do desenvolvimento e os resultados na WPPSI-R foram tomados como critério extern (more) o. A idade e o género das crianças foram considerados nas análises realizadas. O grau de acordo entre informadores revelou-se baixo a moderado. Em comparação com os educadores, os pais classificam os seus filhos como mais desenvolvidos. Algumas dimensões do desenvolvimento (e.g. aprendizagem) encontram-se mais relacionadas com o desempenho na WPPSI-R do que outras. Os resultados são discutidos quanto às suas implicações para a avaliação psicológica de crianças pré-escolares. Abstract in english This paper addresses issues related to the agreement between parents and teachers when they assess children's development, and to what extend those assessments are related to children's cognitive abilities. A hundred seventy three preschoolers were independently classified by their parents and teachers regarding different developmental domains. The results on the WPPSI-R test were taken as an external criterion to evaluate the accuracy of the parents' ratings. Children's (more) age and gender were considered in the analysis. Inter-rater agreement is low to moderate. Compared with teachers, parents systematically rate their children as more developed. Some dimensions of development (e.g. learning) are more related to performance on the WPPSIR than others. Results are discussed regarding their implications to the psychological assessment of preschoolers.
Seabra-Santos, Maria João; Gaspar, Maria Filomena Fonseca
Full Text Available Reflexões referente à profissão do bibliotecário na Sociedade do Conhecimento sobre qual será a posição do bibliotecário diante dela, sobre se a máquina substituirá o homem, sobre se haverá uma espécie de competitividade entre homem e máquina e, finalmente, sobre se a máquina supera as funções do homem. Abstract: Reflections about the librarians profession at the Kwonledge Society: which will be his position, if and how the machine will the machine will substitute the man, if will be a competitive enviromental impact between man and machine and how the machines will surpassable the men functions. Keywords: Librarian; Libraries; Librarian – competencies
Graça Maria Fragoso
This book introduces a new approach to designing E-Librarian Services. With the help of this system, users will be able to retrieve multimedia resources from digital libraries more efficiently than they would by browsing through an index or by using a simple keyword search. E-Librarian Services combine recent advances in multimedia information retrieval with aspects of human-machine interfaces, such as the ability to ask questions in natural language; they simulate a human librarian by finding and delivering the most relevant documents that offer users potential answers to their queries. The p
With biomedical information widely accessible from anywhere at any time, health sciences libraries have become less centralized, and they are challenged to stay relevant and vital to the mission and strategic goals of their home institution. One solution is to embed librarians at strategic points in health professions' education, research, and patient care. This article discusses a proposed five-level model of embedded librarianship within the context of health sciences libraries and describes different roles, knowledge, and skills desirable for health sciences librarians working as embedded librarians.
Wu L; Mi M
With biomedical information widely accessible from anywhere at any time, health sciences libraries have become less centralized, and they are challenged to stay relevant and vital to the mission and strategic goals of their home institution. One solution is to embed librarians at strategic points in health professions' education, research, and patient care. This article discusses a proposed five-level model of embedded librarianship within the context of health sciences libraries and describes different roles, knowledge, and skills desirable for health sciences librarians working as embedded librarians. PMID:23869633
Wu, Lin; Mi, Misa
... the development of the child’s Individual Education Plan (IEP), parents, teachers, and other professionals will determine the ... with Disabilities Education Act 2004 What is an IEP (Individualized Education Program)? Transitioning from School to Community ...
Concordância entre relato de pais e professores para sintomas de TDAH: resultados de uma amostra clínica brasileira Agreement rates between parents' and teachers' reports on ADHD symptomatology: findings from a Brazilian clinical sample
Full Text Available CONTEXTO: O diagnóstico de TDAH em crianças e adolescentes, segundo os critérios do DSM-IV, requer que os sintomas estejam presentes em, ao menos, dois ambientes distintos (principalmente escola e casa). Apesar da importância do relato de pais e professores, esse tema tem sido pouco investigado no Brasil. OBJETIVO: Investigar a concordância entre os relatos de pais e professores de uma amostra clínica de crianças e adolescentes com diagnóstico de TDAH. MÉTODOS: A amostra era composta por 44 crianças e adolescentes com idades variando entre 6 e 16 anos (40 meninos e 4 meninas), com diagnóstico clínico de TDAH. Foram comparadas as respostas de pais e professores no questionário SNAP-IV, visando a calcular taxas de concordância entre diferentes fontes de informação para sintomas de TDAH. RESULTADOS: Concordância para o diagnóstico de TDAH ocorreu em aproximadamente metade dos casos; pais relataram mais sintomas de TDAH que professores. CONCLUSÃO: Os achados aqui apresentados podem mostrar que informações acerca da sintomatologia de TDAH não são bem divulgadas para professores brasileiros, indicando a necessidade de se investir em sessões educacionais sobre o transtorno, tendo em vista a importância do relato de profissionais de educação para o diagnóstico de TDAH.BACKGROUND: ADHD diagnosis in children and adolescents according to DSM-IV criteria demands symptoms to be present in at least two different settings (mainly school and home). Despite the importance in obtaining parents' and teachers' reports, this issue is seldom investigated in Brazil. OBJECTIVE: We set to evaluate agreement rates between parents' and teachers' reports from a Brazilian clinical sample of children and adolescents with ADHD. METHODS: The sample comprised 44 children and adolescents with age range between 6 and 16 years old (boys: 40; girls: 4) with a clinical diagnosis of ADHD. We compared parents' and teachers' responses in SNAP-IV questionnaire in order to calculate agreement rates among different information sources on ADHD symptomatology. RESULTS: Agreement for ADHD diagnosis occurred in nearly half of the sample, with parents' reporting more ADHD symptomatology than teachers. CONCLUSION: Our findings might suggest that recognition of ADHD symptomatology is less clear-cut among school teachers in Brazil, indicating that some educational sessions about this condition should be conducted in schools, taking into consideration the importance of education professionals' reports to diagnose ADHD.
Gabriel Coutinho; Paulo Mattos; Marcelo Schmitz; Didia Fortes; Manuela Borges
Inspired by a new generation of librarians and children, Walter reconsiders the legacy passed on by the matriarchs of children's services and examines more recent trends and challenges growing out of changes in educational philosophy and information technology.
Walter, Virginia A
Embedded librarianship gives librarians a prime opportunity to have a direct, positive impact in a clinical setting, classroom setting, or within a working group by providing integrated services that cater to the group's needs. Extending embedded librarian services beyond the various physical settings and into online classrooms is an exceptional way for librarians to engage online learners. This group of students is growing rapidly in numbers and could benefit greatly from having library services and resources incorporated into their classes. The author's services as an embedded librarian in fully online courses at a medium-sized university will be discussed, as will strategies, lessons learned, and opportunities for engaging in this realm. To develop a foundation of knowledge on embedded librarianship, an overview of this topic is provided. PMID:20391164
Embedded librarianship gives librarians a prime opportunity to have a direct, positive impact in a clinical setting, classroom setting, or within a working group by providing integrated services that cater to the group's needs. Extending embedded librarian services beyond the various physical settings and into online classrooms is an exceptional way for librarians to engage online learners. This group of students is growing rapidly in numbers and could benefit greatly from having library services and resources incorporated into their classes. The author's services as an embedded librarian in fully online courses at a medium-sized university will be discussed, as will strategies, lessons learned, and opportunities for engaging in this realm. To develop a foundation of knowledge on embedded librarianship, an overview of this topic is provided.
NEWLIB-L is a new, unmoderated email discussion list created for persons new to the career of librarianship. The list will serve as a forum for new librarians -- academic, public, and special -- to discuss the ideas, trends, and issues that they will encounter as they enter this ever-changing profession. Experienced information professionals and those interested in becoming librarians are also encouraged to contribute to the discussion.
Objective: The paper identifies and documents new health sciences librarian activities and roles during the period from 1990–2012. Methods: A systematic review of the literature was conducted using MEDLINE, Library and Information Abstracts, Library Literature, Scopus, and Web of Science. To find new roles that might not yet have been described in the literature, job announcements published in the Medical Library Association email discussion list archives from 2008–2012 were searched. For inclusion, an article needed to contain a substantive description of a new role and/or activity performed by librarians and be in the field of medical or health sciences librarianship. Papers that did not describe an actual (rather than proposed) librarian role were excluded. Results: New roles identified through the literature search were: embedded librarians (such as clinical informationist, bioinformationist, public health informationist, disaster information specialist); systematic review librarian; emerging technologies librarian; continuing medical education librarian; grants development librarian; and data management librarian. New roles identified through job announcements were digital librarian, metadata librarian, scholarly communication librarian, and translational research librarian. New twists to old roles were also identified: clinical medical librarian, instruction librarian, outreach librarian, and consumer health librarian. Conclusions: While the main purposes of health sciences librarianship remain the same, the new roles represent major new activities so that, for many librarians, daily on-the-job work is completely different. Implications: This list of new activities should inform students contemplating medical librarianship careers, guide formal and continuing education programs, and encourage other librarians to consider these new services.
Cooper, I. Diane; Crum, Janet A
OBJECTIVE: The paper identifies and documents new health sciences librarian activities and roles during the period from 1990-2012. METHODS: A systematic review of the literature was conducted using MEDLINE, Library and Information Abstracts, Library Literature, Scopus, and Web of Science. To find new roles that might not yet have been described in the literature, job announcements published in the Medical Library Association email discussion list archives from 2008-2012 were searched. For inclusion, an article needed to contain a substantive description of a new role and/or activity performed by librarians and be in the field of medical or health sciences librarianship. Papers that did not describe an actual (rather than proposed) librarian role were excluded. RESULTS: NEW ROLES IDENTIFIED THROUGH THE LITERATURE SEARCH WERE: embedded librarians (such as clinical informationist, bioinformationist, public health informationist, disaster information specialist); systematic review librarian; emerging technologies librarian; continuing medical education librarian; grants development librarian; and data management librarian. New roles identified through job announcements were digital librarian, metadata librarian, scholarly communication librarian, and translational research librarian. New twists to old roles were also identified: clinical medical librarian, instruction librarian, outreach librarian, and consumer health librarian. CONCLUSIONS: While the main purposes of health sciences librarianship remain the same, the new roles represent major new activities so that, for many librarians, daily on-the-job work is completely different. IMPLICATIONS: This list of new activities should inform students contemplating medical librarianship careers, guide formal and continuing education programs, and encourage other librarians to consider these new services.
Cooper ID; Crum JA
Full Text Available Objective – The objective of this study was to explore and understand how academic librarians use evidence in their professional decision making. Theresearcher aimed to gain insights on the relevance of the current EBLIP model topractice, and to understand the possible connections between scientific researchand tacit knowledge within the practice of LIS.Methods – A grounded theory methodology was used, following the approach ofCharmaz (2006). Participants were 19 academic librarians in Canada. Data wasgathered via online diaries and semi-structured interviews over a six-month periodin 2011.Results – Two broad types of evidence were identified (hard and soft), and aregenerally used in conjunction with one another. Librarians examine all evidencesources with a critical eye, and try to determine a complete picture before reachinga conclusion. As well, librarians use a variety of proactive and passive approachesto find evidence.Conclusions – These results provide a strong message that no single evidencesource is perfect. Consequently, librarians bring different types of evidencetogether in order to be as informed as possible before making a decision. Using acombination of evidence sources, depending upon the problem, is the wayacademic librarians approach decision making.
Embedded librarian: relato de uma experiência na Psicologia brasileira/ Embedded librarian: Report of an experience in Brazilian Psychology/ Embedded librarian: rapport d?une expérience en psychologie brésilienne/ Embedded librarian: relato de una experiencia en la Psicología brasileña
Full Text Available Abstract in portuguese O presente relato apresenta as principais atividades e desafios de um embedded librarian, ou bibliotecário integrado, junto aos diversos grupos envolvidos nos processos de comunicação científica e, mais especificamente, relacionados aos periódicos científicos da área de Psicologia. A existência de um bibliotecário integrado a esses grupos favoreceu a comunicação e interação entre eles e contribuiu também para a qualificação de um conjunto de periódicos científicos da área. Abstract in spanish El presente relato expone las principales actividades y desafíos de un embedded librarian, o bibliotecario integrado, junto a los diversos grupos involucrados en los procesos de comunicación científica y, más específicamente, relacionados a las revistas científicas del área. La existencia de un bibliotecario integrado a esos grupos favoreció una comunicación e integración entre ellos y contribuyó también para la calificación en un conjunto de revistas científicas del área. Abstract in english This report presents the main activities and challenges of an embedded librarian, or a librarian integrated, with many groups involved in the scientific communication process and particularly related to scientific journals in Psychology. The existence of a librarian integrated with these groups has supported the communication and interaction between them. It has also contributed to the qualification of a set of scientific journals in the area.
Full Text Available Through an examination of librarians’ contributions to the PEPTalk research project, this article highlights roles for information professionals at various stages in the design and clinical implementation of an information system that delivers patient education. The Personal Education Plan (PEPTalk) was a collaborative, multi-disciplinary research project (2005-2006) based at the University Health Network’s Princess Margaret Hospital that designed an information system to provide web-based health information resources to both patients and clinicians under a shared umbrella of patient education. This article provides an overview of the PEPTalk project methods and outcomes, and documents the contributions of librarians throughout the design and clinical implementation stages of the project. Librarians brought expertise about information seeking behaviours of both patients and clinicians to the project; liaised across institutional and professional boundaries; developed a classification system for online learning objects, and educated project team about information and health literacies. The contributions of librarians on the PEPTalk project illustrate the need for boundary spanners, information brokers, knowledge translators, and change champions in the design and implementation of patient education delivery systems. There are new roles emergent at the intersections of clinical practice and health information provision. There is a need for the traditional skills and expertise of librarians and other information professionals in tailoring health information. Yet the design and implementation of patient education systems also require the development of new skills and the application of advanced information literacy as it pertains to both clinicians and patients.
Susan L. MacDonald; Todie Winter; Robert Luke
Conocimientos y consumo alimentario en escolares, sus padres y profesores: un análisis comparativo/ Food knowledge and food consumption in school-age children, parents and teachers: a comparative analysis
Full Text Available Abstract in spanish El objetivo de este estudio fue hacer un análisis comparativo del conocimiento y consumo alimentario entre los escolares, sus padres y profesores, que sirva como línea de base para un modelo de intervención educativa en alimentación y nutrición en el ámbito escolar. Para ello se realizaron encuestas a niños y niñas de prekinder, kínder, primero y segundo año básico, sus padres y profesores acerca del conocimiento y consumo de alimentos saludables y no saludable (more) s. Se encontró un excelente conocimiento en los niños de lo que era una alimentación saludable, con un adecuado consumo de ellos. En los padres, en cambio, a pesar de tener conocimientos adecuados, su consumo era muy poco saludable, al igual que en los profesores. Respecto a la distribución de las comidas en el día, un 98% de los padres señaló que toman desayuno; un 96% que almuerzan y un 77% que toman té u once. En la noche cenan tan sólo un 55%, siendo este hábito significativamente mayor en los padres de prekinder y kínder que en los de 1° y 2° año básico. Los padres de prebásica no dan dinero Conducta de los padres en a sus hijos para que compren golosinas en la escuela; sin embargo un 33% de los padres de primero y segundo básico si lo hacen, lo que demuestra que existe una mayor preocupación por la alimentación saludable en los niños más pequeños, que se pierde cuando ingresan a la educación básica. Todo lo anterior demuestra que es imperativo contar con programas de educación alimentaria y nutricional que considere la situación actual de conocimientos y hábitos de consumo de los niños, sus padres y profesores, para que los incluya en forma conjunta en la educación alimentaria nutricional. Abstract in english The objective of this study was to conduct a comparative analysis about food knowledge and food consumption in preschool and school-age children, their parents and teachers to establish a baseline for a nutrition education intervention model in schools. For that purpose, surveys were administered about healthy and non-healthy food knowledge and food consumption. Results showed an excellent healthy food knowledge and food consumption in children. In parents, despite a good (more) knowledge about healthy food, consumption was unhealthy. The same situation was found in teachers. Distribution of food during the day showed that 98% of parents had breakfast; 96% had lunch, and 77% had an afternoon snack instead of dinner (just 55% had dinner). The number of pre-school age parents who ate dinner was significantly higher than school-age parents. Pre-school age parents did not give money to their children to buy snacks at the school; however, a third of the school-age parents gave money to their children. This demonstrates a major care for healthy food in pre-school age children that is not maintained during the first school grades. This study shows the need to design food and nutrition education programs considering the present food knowledge and food consumption of pre-school and school age children, their parents and teachers.
Vio del R, Fernando; Salinas C, Judith; Lera M, Lydia; González G, Carmen Gloria; Huenchupán M, Carolina
Conocimientos y consumo alimentario en escolares, sus padres y profesores: un análisis comparativo Food knowledge and food consumption in school-age children, parents and teachers: a comparative analysis
Full Text Available El objetivo de este estudio fue hacer un análisis comparativo del conocimiento y consumo alimentario entre los escolares, sus padres y profesores, que sirva como línea de base para un modelo de intervención educativa en alimentación y nutrición en el ámbito escolar. Para ello se realizaron encuestas a niños y niñas de prekinder, kínder, primero y segundo año básico, sus padres y profesores acerca del conocimiento y consumo de alimentos saludables y no saludables. Se encontró un excelente conocimiento en los niños de lo que era una alimentación saludable, con un adecuado consumo de ellos. En los padres, en cambio, a pesar de tener conocimientos adecuados, su consumo era muy poco saludable, al igual que en los profesores. Respecto a la distribución de las comidas en el día, un 98% de los padres señaló que toman desayuno; un 96% que almuerzan y un 77% que toman té u once. En la noche cenan tan sólo un 55%, siendo este hábito significativamente mayor en los padres de prekinder y kínder que en los de 1° y 2° año básico. Los padres de prebásica no dan dinero Conducta de los padres en a sus hijos para que compren golosinas en la escuela; sin embargo un 33% de los padres de primero y segundo básico si lo hacen, lo que demuestra que existe una mayor preocupación por la alimentación saludable en los niños más pequeños, que se pierde cuando ingresan a la educación básica. Todo lo anterior demuestra que es imperativo contar con programas de educación alimentaria y nutricional que considere la situación actual de conocimientos y hábitos de consumo de los niños, sus padres y profesores, para que los incluya en forma conjunta en la educación alimentaria nutricional.The objective of this study was to conduct a comparative analysis about food knowledge and food consumption in preschool and school-age children, their parents and teachers to establish a baseline for a nutrition education intervention model in schools. For that purpose, surveys were administered about healthy and non-healthy food knowledge and food consumption. Results showed an excellent healthy food knowledge and food consumption in children. In parents, despite a good knowledge about healthy food, consumption was unhealthy. The same situation was found in teachers. Distribution of food during the day showed that 98% of parents had breakfast; 96% had lunch, and 77% had an afternoon snack instead of dinner (just 55% had dinner). The number of pre-school age parents who ate dinner was significantly higher than school-age parents. Pre-school age parents did not give money to their children to buy snacks at the school; however, a third of the school-age parents gave money to their children. This demonstrates a major care for healthy food in pre-school age children that is not maintained during the first school grades. This study shows the need to design food and nutrition education programs considering the present food knowledge and food consumption of pre-school and school age children, their parents and teachers.
Fernando Vio del R; Judith Salinas C; Lydia Lera M; Carmen Gloria González G; Carolina Huenchupán M
Information literacy has gained importance over the last few decades, not only among librarians, but also with higher education faculty. Information literacy instruction is important for all college-level students. However, it is essential for teacher education students who must not only be information literate themselves, but also be able to…
Full Text Available Objective - In developing marketing strategies for the Business & Economics Library (BEL) at the University of Illinois at Urbana-Champaign (UIUC), a survey was designed to answer the following questions: - Should BEL develop marketing strategies differently for East Asian business students? - What services do graduate business students want to receive from BEL? - With whom should BEL partner to increase visibility at the College of Business? Marketing research techniques were used to gather evidence upon which BEL could construct appropriate marketing strategies. Methods - A questionnaire was used with graduate business students enrolled at UIUC. The survey consisted of four categories of questions: 1) demographics, 2) assessment of current library services, 3) desired library services, and 4) research behavior. The data were analyzed using desriptive statistics and hypothesis testing to answer the three research questions. Results - East Asian business students showed similar assessment of current services as non-East Asian international business students. Survey results also showed the graduate business students had low awareness of current library services. The Business Career Services Office was identified as a co-branding partner for BEL to increase its visibility. Conclusion - A marketing research approach was used to help BEL make important strategic decisions before launching marketing campaigns to increase visibility to graduate business students at UIUC. As a result of the survey, a deeper understanding of graduate business students' expectations and assessment of library services was gained. Students' perceptions became a foundation that helped shape marketing strategies for BEL to increase its visibility at the College of Business. Creating marketing strategies without concrete data and analysis is a risky endeavor that librarians, not just corporate marketers, should avoid.
QUESTION: How can an embedded research informationist add value to the scientific output of research teams? SETTING: The University of California-Los Angeles (UCLA) Louise M. Darling Biomedical Library is an academic health sciences library serving the clinical, educational, and research needs of the UCLA community. METHODS: A grant from the National Library of Medicine funded a librarian to join a UCLA research team as an informationist. The informationist meets regularly with the research team and provides guidance related to data management, preservation, and other information-related issues. MAIN RESULTS: Early results suggest that the informationist's involvement has influenced the team's data gathering, storage, and curation methods. The UCLA Library has also changed the librarian's title to research informationist to reflect the new activities that she performs. CONCLUSION: The research informationist role provides an opportunity for librarians to become effective members of research teams and improve research output.
Tom Rink may be the only librarian who is also a police officer. After years of the Tulsa police force, he was ready for a change. When a career exploration course showed he was ideally suited to be a librarian, he was amused. The son of two librarians, he had never even considered it. He did enjoy researching, writing, and exploring all kinds of…
Library Journal, 2005
School libraries have increasingly seen the number of school librarians in each school decrease, creating more solo librarian positions in schools. While this is not a new dilemma, it is one that requires initiative and persistence on the part of the school librarian to accomplish tasks and make decisions. Making decisions about individual school…
Andrews, Sandra D.
This paper describes the development of a training program for primary and middle school librarians in rural China. There are three full?day training sessions. Phase 1 focuses on the role of school librarian and librarian survival skills, including: creating a welcoming library, rudimentary library ...
Henri, J; Warning, P; Shek, J; Leung, A
Full Text Available The paper presents the process of the preparation of Poljane High School students for writing reserch papers and the role of the librarian at it. The librarian familiarizes students with the international ISO standars which prescribe the form and the composition of such a paper. She calls their attention to the proper way of putting down quotations and sources and to the protection of copyright. She shows them how to look for literature and information in various databases (local and COBISS catalogue, WWW services, ...).
Full Text Available Describes the needs for continuing education of professional librarians in Latvia, following independence and the consequent structural changes. Following research into further education needs, the Continuing Education Centre for Librarians of Latvia (CECLL) was established to provide training courses. CECLL is a collaborative venture, involving the Department of Library Science and Information, University of Latvia, the Library Department of the National Library of Latvia and the initiative group of IT ALISE Ltd. The Centre is supported by funds from the Soros Foundation-Latvia and the Open Society Institute. The paper describes the courses offered, the further collaborative work of the Centre and the impact of its programmes.
Despite the stodgy stereotypes, libraries and librarians themselves can be quite funny. The spectrum of library humor from sources inside and outside the profession ranges from the subtle wit of the New Yorker to the satire of Mad. This examination of American library humor over the past 200 years covers a wide range of topics and spans the continuum between light and dark, from parodies to portrayals of libraries and their staffs as objects of fear. It illuminates different types of librarians--the collector, the organization person, the keeper, the change agent--and explores stereotypes like
Smith, Jeanette C
Full Text Available ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????This article discuses the problems of librarians and libraries negative image and low perception, and debates some arguments about librarians and libraries image problems.In the first part, it introduces some image problems that librarians and libraries always meet, and then analyzes the content of mass media associating with librarians and libraries, and tries to find the reasons for bad image about librarians and libraries.In the final part of this article, it will propose some suggestions for promoting the image and professional status.
Full Text Available UWired is a collaborative effort at the University of Washington to bring electronic communications and information technology into the service of teaching and learning. This paper addresses the role that librarians have played in transforming undergraduate courses, pedagogy, facilities design, and faculty development to bring information literacy into departmental curricula.
Helene Williams; Anne Zald
Librarians are using learning styles as a tool to engage students and enhance their teaching. However, a review of the literature reveals that learning styles theory is complex and problematic. It is important to base our practice on sound pedagogy. This critical examination of learning styles explores the issues surrounding them and what they can…
Notes that high school librarians should know what transpires at Model United Nations Assemblies and which books will help prepare students and educators for these experiences. Describes the conferences, student responsibilities, and awards. Provides a list of relevant university depository sources for United Nations records and reports. (AEF)
This article investigates negotiations of librarians’ expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitative empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, ...
Sundin, Olof; Limberg, Louise; Lundh, Anna
|If Google represents the first flicker of information technology, the development of additional tools has continued to enhance access to information but with the unfortunate downside of decreasing information literacy. Todd Gilman, librarian for literature in English at Yale University's Sterling Memorial Library, decries the resulting disconnect…
Full Text Available The purpose of this study completed in 2010 was to investigate the use of e-books amongst academic librarians; in particular which e-books are available to academic librarians, why they choose this format, what impact e-books have on librarians’ professional practice and what the usage patterns of e-books are amongst academic librarians. A web-based questionnaire was distributed on the LIASA mailing list. The results reflect a more gradual trend towards e-book adoption. There is still a preference for print or a “bit of both” – print and electronic. This is because of the high costs of e-books using the subscription model as the predominant e-book acquisition model and the lack of sufficient e-books in all subject fields. E-books are used for “browsing for information” and are selected for functionalities such as having the ability to search the document, anytime access and automatic citation. Major problems identified with e-books are: the cost of the equipment to read e-book formats; the cost of the e-books, especially if the subscription purchasing model is used; the lack of reliability of the Internet; and the lack of training in the use of e-books.
Sandy Zinn; Natasha Langdown
|Librarians are using learning styles as a tool to engage students and enhance their teaching. However, a review of the literature reveals that learning styles theory is complex and problematic. It is important to base our practice on sound pedagogy. This critical examination of learning styles explores the issues surrounding them and what they…
As times get tougher, grants become increasingly important to librarians seeking to maintain and expand facilities, programs, and resources. Unfortunately, tough times also mean tighter money and more hands reaching for the grants that do exist. Fortunately, there are things that can be done to enhance your institution's chances of getting the funds it needs.
Hall-Ellis, Sylvia D
In January 2009, the American Library Association (ALA) completed a ten-year reexamination of the core competences needed by professional librarians graduating from ALA-accredited institutions. The ALA's "Core Competences of Librarianship" encompass the basic knowledge expected of all graduates in all specializations. The core beliefs and policies…
The Arizona Health Sciences Library has collaborated with clinical faculty to develop a federated search engine that is useful for meeting real-time clinical information needs. This article proposes a technology mediation role for the reference librarian that was inspired by the project, and describes the collaborative model used for developing technology-mediated services for targeted users.
Howse DK; Bracke PJ; Keim SM
|It's not your grandmother's crafting projects! Instead, hip librarians as well as their teen patrons can engage in the hottest new DIY way of life, recycling everything from discarded books to Altoids tins. Getting hands-on and making the coolest crafts can be a way to encourage teens' individuality and growing sense of self. Whether projects are…
Coleman, Tina; Llanes, Peggie
OBJECTIVES: Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. METHODS: Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. RESULTS: The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. CONCLUSIONS: All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.
Lynn VA; Bose A; Boehmer SJ
This poster highlights both the new functions taken on by UOC research librarians and the new skills that this professional profile requires, based on the experience of the UOC Virtual Library. By setting up a series of bibliometric units, the Library has been able to integrate itself into the Unive...
Riera Quintero, Clara; Padrós Cuxart, Rosa; Zuñiga Ruiz, Anna
This paper highlights both the new functions taken on by UOC research librarians and the new skills that this professional profile requires, based on the experience of the UOC Virtual Library. By setting up a series of bibliometric units, the Library has been able to integrate itself into the Univer...
Riera Quintero, Clara; Padrós Cuxart, Rosa; Zuñiga Ruiz, Anna
The Arizona Health Sciences Library has collaborated with clinical faculty to develop a federated search engine that is useful for meeting real-time clinical information needs. This article proposes a technology mediation role for the reference librarian that was inspired by the project, and describes the collaborative model used for developing technology-mediated services for targeted users. PMID:17040566
Howse, David K; Bracke, Paul J; Keim, Samuel M
|Although the effects of important parenting dimensions, such as responsiveness and psychological control, are well documented among Western populations, research has only recently begun to systematically identify psychological processes that may account for the cross-cultural generalization of these effects. A first aim of this study was to…
Ahmad, Ikhlas; Vansteenkiste, Maarten; Soenens, Bart
Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does…
Strong-Wilson, Teresa; Ellis, Julia
Parent Soup is an online community for parents. It dubs itself the "neighborhood's favorite kitchen table" where parents can exchange views in discussion groups or talk with one another in the chat room. The concept of a virtual community can be seen in the Parents' Pick area where parents share their opinions on books, baby products, toys, computers, web sites and movies. Parent Soup members can find other Parent Soupers who share their interests, hobbies and concerns through personal profiles posted on "cyberfridges." The site also features a parenting library with information in sixteen major topics and a Baby Name Finder with information on more than 5,000 names.
Many teachers perceive an erosion of their professionalism since "A Nation at Risk" appeared, and they have felt that erosion accelerating since the enactment of the No Child Left Behind Act. Myriad factors contribute to this climate so contrary to teacher professionalism: poor funding, poor parenting, overstuffed classrooms, low-quality teachers,…
Grady, Michael P.; Helbling, Kristine C.; Lubeck, Dennis R.
|A fourth-grade teacher, who was employed to provide a special enrichment program to minority children with above-average academic abilities, designed a practicum to increase parent involvement in her classroom. A parent volunteer questionnaire and an activities survey form were developed to determine the level and nature of parent interest. A…
Su, Hui Fang Huang
The parental role is expected to be one of the most gratifying and rewarding roles in life. As expectations of parenting become ever higher, the implications of parenting perfectionism for parental adjustment warrant investigation. Using longitudinal data from 182 couples, this study examined the associations between societal- and self-oriented parenting perfectionism and new mothers' and fathers' parenting self-efficacy, stress, and satisfaction. For mothers, societal-oriented parenting perfectionism was associated with lower parenting self-efficacy, but self-oriented parenting perfectionism was associated with higher parenting satisfaction. For fathers, societal-oriented parenting perfectionism was associated with higher parenting stress, whereas higher levels of self-oriented parenting perfectionism were associated with higher parenting self-efficacy, lower parenting stress, and greater parenting satisfaction. These findings support the distinction between societal- and self-oriented perfectionism, extend research on perfectionism to interpersonal adjustment in the parenting domain, and provide the first evidence for the potential consequences of holding excessively high standards for parenting.
Lee MA; Schoppe-Sullivan SJ; Kamp Dush CM
Full Text Available Since Estonia regained its independence in 1991, essential technical, economic, political and social changes have taken place here. All sectors of our economy require greater access to information than ever before. Complex changes are also facing libraries, librarians and education in Estonia. The systematic transition to modern information technology in Estonian libraries started in 1992 when a plan for establishing information system for libraries was worked out. According to the Plan, basic technology will be converted to modern information technology during the period 1996-2005. As a result of that plan 1500 workplaces with modern information technology will be established in 591 libraries in Estonia. At present there are 1284 libraries in Estonia, among them 604 public libraries, 745 school libraries, 141 special and research libraries. There are 3135 librarians working in Estonian libraries, of whom 48% are professionally educated. To define continuing education needs, a special questionnaire was used by the Estonian Librarians Association (ELA) among the members of ELA in February 1996. Almost 300 librarians answered the questionnaire. The analysis of the results showed that education and training is needed mostly in the fields based on modern information technology. According to the results of the questionnaire and the development plan for Estonian libraries mentioned above, the demand for continuing professional education for library and information professionals with the knowledge and skills of modern information technology exists and will increase significantly. In order to help information professionals to keep abreast of the rapidly changing environment and to cope with growing continuing education needs, the Centre for Information Work was established within the Department of Information Studies at the Tallinn Pedagogical University (TPU) in June 1995. In addition to traditional face-to-face courses, distance education as a new form and method of education has been implemented in the Centre.
Full Text Available Aims to meet the general fields of effective participation of librarians in Ceará. Specific objectives: a) identify the spaces occupied by librarians working in Ceará state, b) check what the requirements and needs of the labor market for librarian c) identify the market sectors that absorb most of the labor- librarian work and d) to characterize the job market for librarians in the state of Ceará. In theoretical talk about the profession in Library (the concept of profession, the profession of librarian and librarian) and the labor market. Regarding methodology, we use the literature in order to select material for later use in the theory on the subject. To collect data we used the questionnaire in a semi-open, which was applied to librarians Ceará recorded in the CRB-3, through the tool Google Docs. We conclude, through most of the answers that the job market for librarians in Ceará is predominantly traditional, composed of university libraries of private institutions, paying between U.S. $ 1,001.00 to $ 2,000.00 for professionals who work 40 hours per week. We also notice that the labor market demands of professional administrative and technical functions; mostly requires only supports graduate and professional continuing education, among other features.
Hamilton Rodrigues Tabosa
Parents of young people today may find it difficult to sort the proverbial wheat from the chaff when it comes to locating and evaluating quality educational activities and entertainment for their children. Fortunately there is the Parents' Choice Foundation, which (since 1978) has served as a non-partisan evaluator of children's books, videos, toys, audio products, computer software, television, and magazines. Each year, the foundation releases lists of its recommended products, based on the opinions of teachers, parents, and, appropriately, young people themselves. The criteria for selection is quite rigorous, as the judges are looking for products that honor universal human values, teach with flair, stimulate imagination, inspire creativity, and above all do not "extol violence." On the website, visitors can examine lists of these products dating back to 1995, read about the current award winners, and examine themed reading lists, such as those dealing with science fiction and those designed especially with compel young boys to develop a love of reading.
The intent of this "bottom-up" project was to create a community of learners to facilitate the implementation of computer technologies in the elementary school curriculum. The participants were 6 graduate students and their professor, 10 teachers (grades 1-5), their students, and the librarian in a Professional Development School. Each week on…
Hruskocy, Carole; Ertmer, Peggy A.; Johnson, Tristan; Cennamo, Katherine S.
Parents and teachers of children with Asperger's know only too well the feeling that they are not quite reaching the child, not quite hearing or getting it, not communicating just right, or at all. Offering rich insights into what Asperger's is like for the child himself or herself, this compassionate book will empower parents and teachers,…
Full Text Available Concept maps are graphical representations of relationships among concepts that can be an effective tool for teaching, designing, and organizing information in a variety of library settings. First, concept mapping can be used wherever training or formal teaching occurs as a visual aid to explain complex ideas. They can also help learners articulate their understanding of a subject area when they create their own concept maps. When using concept mapping as a teaching tool, students may have a more meaningful learning experience when they add information to a concept map that is based on their current knowledge. Next, concept maps are an effective design tool for librarians who are planning projects. They can also serve as a reference point for project implementation and evaluation. The same is true for the design of courses, presentations, and library workshops. A concept map based on the content of a course, for example, is valuable when selecting learning outcomes and strategies for teaching and assessment. Finally, concept mapping can used as a method for capturing tacit or institutional knowledge through the creation and organization of ideas and resources. Librarians can collaborate on concept maps with each other or with non-librarian colleagues to facilitate communication. Resulting maps can be published online and link to documentation and relevant resources. This paper provides an overview of the literature related to concept mapping in libraries. Concrete applications and examples of concept mapping for teaching and learning, designing, and organizing in library settings are then elaborated. The authors draw from their own success and experience with different concept mapping methods and software programs.
April Colosimo; Megan Fitzgibbons
|In Maplewood Richmond Height, Missouri, the Teacher Home Visit Program has become a crucial component of the district's success. At the end of the first semester of the 2010-11 school year, discipline referrals were down 45 percent, and parent attendance at each school's first open house was up by almost 20 percent. Attendance is nudging up as…
Comunicação e inclusão de crianças com alterações de linguagem de origem neurológica na perspectiva de pais e educadores Communication and inclusion of children with language disorders due to neurologic aspects from the perspective of parents and teachers
Full Text Available O sistema de educação brasileiro tem passado por diversas transformações em prol de mudanças que proporcionem uma política inclusiva. Estudos relativos à comunicação e inclusão de crianças com alterações de linguagem de origem neurológica necessitam, no entanto, de maior atenção, particularmente no âmbito da Fonoaudiologia. Tendo em vista buscar maiores subsídios de como o profissional desta área pode contribuir no processo de inclusão, o objetivo deste estudo é investigar as expectativas, dificuldades e facilidades encontradas pelas famílias e educadoras de crianças com alterações de linguagem em acompanhamento fonoaudiológico. O corpus constitui-se de 11 crianças, 12 familiares e 7 educadoras. Realizou-se a coleta de dados, por meio de estudo do prontuário institucional das crianças, e entrevistas semi-estruturadas distintas com os familiares e educadoras, gravadas em vídeo e transcritas ortograficamente. Os dados foram analisados à luz dos referenciais teóricos que respaldam esta pesquisa. Os resultados mostram dificuldades na inserção de algumas crianças na rede regular, particularmente, daquelas com maior comprometimento de linguagem, além de questionamentos quanto à formação do educador e preparo das instituições de ensino para receber tal população. Verificam-se avanços neste processo, expressos pela inclusão da maioria dos sujeitos na escola regular e por maior abertura institucional, evidenciada pelas referências de troca de informações/experiências entre pais, educadoras e fonoaudiólogos. Os achados corroboram, na perspectiva dos familiares e das educadoras, a necessidade do acompanhamento terapêutico especializado e evidenciam que a Fonoaudiologia pode contribuir, nos aspectos de comunicação e de alimentação, no processo de inclusão.The Brazilian educational system has been going through several modifications to answer to changes in inclusive policies. Studies regarding communication and inclusion of children with language disorders due to neurological causes require further attention, specifically in Speech-Language and Hearing Sciences. For the purpose of finding out how professionals in this field can contribute to the inclusion process, the aim of the study is to investigate the expectations, difficulties and support encountered by families and teachers of those children who undergo Speech-Language Pathology therapy. The corpus is composed of 11 children, 12 parents and 7 educators. The data was collected through the study of the children files, as well as from semi-structured interviews with families and teachers, video-recorded and transcribed orthographically. The data was analyzed according to references that support this study. The results show challenges in including some of the children in regular schools, particularly those with the most severe language disorders. There were also issues related to the preparation of the educators and the preparedness of some of the schools that received these students. Nevertheless, the study demonstrated that there have been advances, expressed by the inclusion of most of these children in regular schools and by greater willingness of the schools to receive these students. This finding was deduced from references to parents, educators and Speech-Language Pathologists sharing of information and experiences. From the perspective of the families and teachers, the findings point to the need for specialized health assistance and highlight the contribution of the Speech-Language and Hearing Sciences in communication and feeding in the process of inclusion.
Érica Mayumi Takase; Regina Yu Shon Chun
Full Text Available Progress in information-communication technology (IT) has made new ways of working at home possible, above ali teleworking. It is very important for a (reference) librarian to consider (dis)advantages of such working - but economics is of cruical importance to an employer, especially economics of IT which is professionally called "infonomics". The paper deals with given relations between employers (to support decision making) and employees (to think about). The value analysis takes into consideration proportion of expences of the same kind for the real an virtual home office.
A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show…
Chawner, Brenda; Oliver, Gillian
|Objective: The goal of this study was to examine the methodologies used to study librarian-faculty relationships and to use the Key Mediating Variable model (KMV) of The Trust and Commitment Theory of Relationship Marketing to assess the quality of the librarian-faculty relationship as it has been portrayed in the literature. Relationship…
Phelps, Sue F.; Campbell, Nicole
Now that the full text of patents as well as patent searching tools are available for free on the Internet, every librarian who is responsible for assisting people with science and technology information should have a basic knowledge of this aspect of intellectual property. Whether a school librarian helping children discover the world of…
Bruijnzeels, R., Bitter-Rijpkema, M., & Verjans, S. (2010). The library school: empowering the sustainable innovation capacity of new librarians. Paper presented at The Global Librarian: Satellite Meeting - World Library and Information Congress: 76th IFLA General Conference and Assembly. August, 9,...
Bruijnzeels, Rob; Bitter-Rijpkema, Marlies; Verjans, Steven
Librarians' participation in evidence-based medicine (EBM) is rooted in past practices, most notably in clinical medical librarianship. EBM extends the librarians' role beyond identification of the literature to involvement in practicing and teaching quality filtering and critical appraisal of the literature. These activities require librarians to acquire new knowledge and develop new skills. A professional development program for librarians at the Library of the Health Sciences (LHS) at the University of Illinois at Chicago (UIC) is described. The program's goals are to increase librarians' skills and support the EBM curricular initiative at the UIC College of Medicine (COM). The unique program has been a collaborative effort of the LHS and the COM. The locally developed classes provide librarians with instruction in clinical study designs, statistical concepts, and critical appraisal of the literature. Other interventions such as an EBM round table are also described. The programs' success is measured by librarians' growing involvement in EBM medical curricula, journal clubs, and morning reports. Additionally, librarians gained competence in new skills and professional satisfaction from working collegially with COM students, residents, and faculty. PMID:10427434
Scherrer, C S; Dorsch, J L
This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…
Zerillo, Christine; Osterman, Karen F
Full Text Available The coping strategies utilized by front-line serving circulation librarians might positively or negatively affect the image of a certain library organization. And every tactic adopted is in fact integrated with the manipulation and modification of the circulation librarian’s emotional labor. Therefore, from the perspective on “emotional labor”, this study attempts to employ semi-structured in-depth interviews with 23 university circulation librarians in Taiwan, thereby analyzing their coping strategies when encountering different types of difficult patrons. In doing so, this study aims to better university library administrators’ understanding of circulation librarians’ circumstance of dealing with difficult patrons and of their emotional labor, thus enhancing appropriate organizational strategies for emotional management and overall quality of library service.
Chen Su-may Sheih
Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians. PMID:23394421
Rossini, Beverly; Burnham, Judy; Wright, Andrea
Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians.
Rossini B; Burnham J; Wright A
In recent years, tremendous progress has been made toward providing health information in Africa, in part because of technological advancements. Nevertheless, ensuring that information is accessible, comprehensible, and usable remains problematic, and there remain needs in many settings to address issues such as computer skills, literacy, and the infrastructure to access information. To determine how librarians might play a more strategic role in meeting information needs of health professionals in Africa, the author reviewed key components of information systems pertinent to knowledge management for the health sector, including access to global online resources, capacity to use computer technology for information retrieval, information literacy, and the potential for professional networks to play a role in improving access to and use of information. The author concluded that, in regions that lack adequate information systems, librarians could apply their knowledge and skills to facilitate access and use by information seekers. Ensuring access to and use of health information can also be achieved by engaging organizations and associations working to enhance access to health information, such as the Association for Health Information and Libraries in Africa. These groups can provide assistance through training, dissemination, information repackaging, and other approaches known to improve information literacy.
BACKGROUND: Medical informatics, a newly emerged concept has in recent years attracted the attention of scholars. This concept therefore needs thorough discourse and interpretations as relating to information packaging and its access in the field of medicine and its allies. Therefore, the would--be information manager needs to be grounded in the medical informatics for him to effectively have full control of the information environment. OBJECTIVES: Research work delved into the meanings of medical informatics and its impact on health sciences and the need for adequate education of health science librarians for them to be effective and efficient in their service delivery. METHODS: It is a review of information sources on the medical informatics. Sources consulted were print, electronic and on-line sources. The opinions and theories of scholars on this subject matter were analysed and discussed. RESULTS: This work discovered two basic facts as follows:--Medical informatics is embedded in information science and two fields have a meeting point. Secondly, medical informatics as a discipline needs to be studied and understood by health science librarians--a shift that is very much necessary now for him not only to be information container manager but also information "content manager". CONCLUSION: Medical informatics has come to stay and its understanding becomes imperative on the part of health information broker as this will enhance increase in job performance, productivity and recognition in the organization where he serves.
Ogunyade TO; Ibegwam A
Full Text Available Abstract in portuguese Nosso objetivo, neste artigo, é pensar as discursividades que circulam sobre o bibliotecário, nos espaços denominados bibliotecas comunitárias, instituições informacionais de grande relevância cultural e social, que, muitas vezes, não contêm esse profissional no quadro de funcionários. Em nossas reflexões, temos o intuito de: i) apresentar uma breve discussão conceitual sobre essas bibliotecas, organizações que permitem inscrições discursivas tão particul (more) ares, principalmente em locais muito carentes de apoio informacional; e ii) realizar um trabalho de escuta dos sentidos que são discursivizados acerca do profissional bibliotecário, com base nos conceitos da análise do discurso (AD) de filiação pecheuxtiana. Abstract in english In this paper, think about the discourses that circulate in the space called the librarian community libraries, institutions of great informational social and cultural relevance, often don't contain this professional staff. In our reflections, we have the aim of: i) provide a brief conceptual discussion about these libraries, organizations that provide such specific discursive inscriptions, especially in very poor informational support, ii) perform a job of listening to t (more) he meanings that are concerning discourse professional librarian, based on the concepts of the French Discourse Analysis.
Bastos, Gustavo Grandini; Galli, Fernanda Correa Silveira; Romão, Lucília Maria Sousa
Full Text Available The collected data on the research activity in primary and secondary schools of Ljubljana shows that the majority of schools enable their students to engage in these activities. The research covers all fields of science, although the definitions of these have not been uniform, which renders them incomparable with each other, particularly when the researcher is followed up through different periods of life. The support available for this activity is relatively good, as compared to its insufficient promotion and use, not only in schools and libraries but also in a broader environment. The mentorship in research projects should also include librarians of different library types, participating in the research activity of the youth on an equal footing, as co-mentors. Adequate knowledge of the research activity of the youth along with permanent education of both mentors and librarians should contribute to quantitative and qualitative advances in the acquisition and use of different publications and other sources of information. By adopting uniform criteria for work and definition of youth research processes we could obtain more professionally relevant and comparable results.
In recent years, tremendous progress has been made toward providing health information in Africa, in part because of technological advancements. Nevertheless, ensuring that information is accessible, comprehensible, and usable remains problematic, and there remain needs in many settings to address issues such as computer skills, literacy, and the infrastructure to access information. To determine how librarians might play a more strategic role in meeting information needs of health professionals in Africa, the author reviewed key components of information systems pertinent to knowledge management for the health sector, including access to global online resources, capacity to use computer technology for information retrieval, information literacy, and the potential for professional networks to play a role in improving access to and use of information. The author concluded that, in regions that lack adequate information systems, librarians could apply their knowledge and skills to facilitate access and use by information seekers. Ensuring access to and use of health information can also be achieved by engaging organizations and associations working to enhance access to health information, such as the Association for Health Information and Libraries in Africa. These groups can provide assistance through training, dissemination, information repackaging, and other approaches known to improve information literacy. PMID:22724668
Social Marketing and the School Library: An Effective Path to Collaboration? A Review of: Immroth, Barbara and W. Bernard Lukenbill. “Teacher-School Library Media Specialist Collaboration through Social Marketing Strategies: An Information Behavior Study.” School Library Media Research 10 (2007). 22 April 2008 .
Full Text Available Objective – The study attempted to apply the strategies of social marketing theory to collaboration between school librarians andteachers. Design – Based on the 1972 theory of social marketing by Zaltman, Kotler and Kaufman, a cohort of students in a graduate-level practicum established a collaborative unit with selected teachers within their school. In addition, two focus groups were conducted in alternate schools to gauge the overall attitudes of teachers toward collaboration with school librarians.Subjects – Students (student librarians) in a graduate-level certification class for Texas school librarians, and both teachers and librarians in host schools/districts for the graduate students’ practicum experiences Methods – Researchers used qualitative approaches, both case study and focus groups, to gather data about the collaborative interactions between teachers and school librarians. The interactions were designed using the social marketing AIDA model (Attention, Interest, Desire, and Action). Social marketing, based on models of commercial marketing, assumes that social goodwill is a motivator for establishing interactions between groups – or selling a service that is for the greater good. Students in a graduate-level practicum were instructed to develop a strategy based on the AIDA model to elicit and carry out a collaborative unit with teachers in their host schools. They were given specific guidelines by the principal investigators that included:• Instructions for designing announcements, leaflets, and conferences as marketing strategies • Instructional unit designs for subject content and information literacy skills• Incentive payments of $200 to be used for library resources as anincentive to collaborate.• The steps to engaging in the collaborative process • Procedural guidelines for taking field notes, unobtrusive observations and informal evidence.Summative evaluation was based on a reflective journaling exercise by both student librarian and teacher. Measurements and recordings were analysed using accepted case study methods.Main Results – Social Marketing Model The researchers evaluated the study in each of the four aspects of the Social Marketing Model.Attention (A) – Gaining Attention and Convincing. Efforts to gain attention through student choices of flyers to teachers were not successful. E-mail announcements were more effective, but it appeared that direct librarian-teacher contact was the most effective. The monetary incentive also did not appear to have an effect on response rate. Host librarians did make suggestions regarding the appropriateness of when and how to distribute the flyers in some cases. Researchers concluded that perhaps such a straightforward advertising approach did not fit in the established relationships, and may be a better choice for new librarians who are establishing their presence in schools.Interest (I) - Promoting Interest in Services and/or Products - Researchers noted that initial strategies did not promote interest in the field study project. Teachers cited time and test–related curriculum restraints, and viewed the project as an “extra” responsibility. The researchers note the need to establish the value of the collaborative instruction to long-term goals for both teachers and librarians. The focus groups showed more interest in collaboration, and an awareness of the value of librarians’ collaboration in promoting effective teaching and improving student achievement.Desire (D) and Action (A) – Recognizing Values and Taking Action. Field test responses did not reflect desire on the part of teachers to collaborate with student librarians. Only two teachers responded directly to the advertisement. The offer of monetary incentive ($200 in library supplies) also did not appear to increase motivation of teachers to participate. Results after the field test showed that overall, teachers gained an appreciation of the value of collaboration with school librarians, and indicated they would be open to future projects. Action
|Parents have a real opportunity to influence their child's education through participation in the Committee on the Handicapped process which includes referral, evaluation, Individualized Education Program (IEP) planning and review. Specific guidelines for parent participation in this process are discussed, including parent/teacher conferences,…
Rothschild, Ilene; Bianchi, Julia
|The present study examined specialized associations between parental control and child aggression in a sample of 600 8- to 10-years old children. Parental control dimensions and aggression subtypes were assessed using multiple informants (i.e. children, mothers, fathers, peers, and teachers). In line with expectations, parental physical…
Kuppens, Sofie; Grietens, Hans; Onghena, Patrick; Michiels, Daisy
|Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related…
Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle
Full Text Available ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Faculty-librarian partnership in information literacy (IL) instruction through subject course has been advocated within LIS field over years. In order to understand faculty attitudes toward collaboration with librarians to integrate IL into their curriculum, a survey was conducted at Feng Chia University. Findings show positive attitudes from faculty while differences were observed among ages. Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.
Tien-Yu Cha; Pao-Nuan Hsieh
Students in allied health educational programs learn evidence-based practice (EBP) skills, yet often do not consistently utilize these skills as practitioners. Barriers to implementing EBP include time pressures and lack of skill. This descriptive study explains how librarians can teach information literacy skills and strengthen knowledge of EBP in graduate occupational therapy (OT) students. The goal of the study was to evaluate students' perception of the effectiveness of learning activities about EBP, and librarians' perception of the value of teaching in an OT curriculum. Sixty-three students at the University of Texas Health Science Center at San Antonio read articles and learned didactic information from OT faculty and librarians about EBP. Students researched intervention questions and electronically sent searches to librarians for feedback. Students applied skills by researching an intervention of their choice. Evaluative data were collected from students in 2009 and 2010 and from librarians in 2009. Both groups rated the learning experiences highly. Students felt the learning experiences improved their effectiveness in carrying out EBP. Librarians valued the experience of teaching information literacy to OT students. These results support other studies showing librarians' effectiveness in developing EBP skills in students. Recommendations are given about using journal clubs and secondary literature to ensure the use of EBP at the workplace. PMID:22544409
Vogel, Kimberly A
Generation X includes individuals born roughly between 1961 and 1981. This generation has faced major advances in technology, environmental degradation, and widening economic injustice, all of which affect libraries and librarians. This collection of critical essays highlights the special challenges that face Generation X librarians. Topics covered include management and leadership, rapidly changing technology, social attitudes and stereotypes within popular culture, and how Generation X librarians have responded to or developed in response to those themes. This work fills many of the gaps pre
Wallace, Martin K,; Estep, Erik Sean
|This study examines the implications of how teachers' views of immigrant parents predict their ratings of first-grade students' academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents…
Sirin, Selcuk R.; Ryce, Patrice; Mir, Madeeha
This study explores the accomplishments of Marcia Crocker Noyes (1869-1946) in depth and examines how her unobtrusive, yet extremely influential, personality contributed to success in medical librarianship. In the library of the state medical society of Maryland and in the Medical Library Association, this pioneer medical librarian acted as a revitalizing force, and thus was in part responsible for the survival and subsequent growth of both institutions. Perhaps as important as her concrete contributions to medical libraries was the legacy which Miss Noyes bequeathed to her colleagues. She not only shaped the vocation of medical librarianship, but also by her example, stressed the dedication to the future necessary for one to be termed a professional.
The author discusses one aspect of the changing nature of librarianship by focusing on a high-tech microcosm of an already high-tech profession, that of systems librarianship. She is the Systems Librarian for the Advanced Technology Solar Telescope (ATST) project, based in Tucson, Arizona. The project is engaged in the design and development of a 4-meter solar telescope, planned for the summit of Haleakal?, Maui, Hawai'i. Most of the day-to-day tasks at ATST involve software in one form or another; the author makes heavy use of Remote Desktop and Virtual Network Computing (VNC) to manage installations on eight different servers (four Windows, four Unix) in two states, plus staff desktops (Windows XP) from the comfy chair in front of her computer.
Kneale, R. A.
Today's parents tend to be overwhelmed with advice from many sources. In his role as family counselor, the pediatrician must understand and consider the emotional development of parents in relation to their child's development; otherwise, his advice and counsel do not “take” and he becomes tired and...
Friedman, David Belais
Full Text Available Parental responsibility can be broadly defined as a legal term that specifies rights and responsibilities of parents towards their children. It is usually given initially to the birth mother and the married father, though unmarried fathers can obtain it either with the agreement of the mother or through a court order. In accordance with the provisions in law the court can also transfer parental responsibility to other persons (e.g. adoptive parents) or in cases of child abuse or neglect to the state, represented by local authority social services. While the concept of parental responsibility can be found in most countries, the exact terminology varies from one country to another, as well as over time.
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and…
Beard, Karen Stansberry; Hoy, Wayne K.; Hoy, Anita Woolfolk
OBJECTIVE: The paper reviews the core competencies for public health professionals presented in the Institute of Medicine's (IOM's) report, Who Will Keep the Public Healthy: Educating Public Health Professionals for the 21st Century; describes improving information literacy (IL) as a mechanism for integrating the core competencies in public health education; and showcases IL as an opportunity for solidifying partnerships between academic librarians and public health educators. METHODS: The IOM competencies, along with explicit examples of library support from a literature review of current IL trends in the health sciences, are analyzed. RESULTS: Librarians can play a fundamental role in implementing the IOM's core competencies in shaping public health education for the twenty-first century. A partnership between public health educators and librarians through a transdisciplinary approach is recommended. CONCLUSIONS: IL skills and competencies integrated into public health curricula through a collaborative partnership between public health educators and librarians can help integrate the IOM's core competencies and improve public health education.
Full Text Available This paper aims at presenting a case study that analyzed the role of the librarian in the implementation of an institutional repository (RI) in the Fundação Centro Tecnológico de Minas Gerais (CETEC). The implementation of the RI in CETEC has become necessary in order to organize systematically and effectively the scientific production of that institution. It was verified that is necessary for the librarian be adaptive to the new information tools and know how to use the emerging technology. To achieve these goals, many disciplines related to information technology could be inserted in the course curriculum of librarianship in Brazil in order to support the librarian to be more autonomous in dealing with the software and to optimize his/her work. Finally, in general, it is important that the librarian encourages the creation and implementation of RIs and be aware to the movement for open access to information.
Eliane Apolinário Vieira
Full Text Available It is a noted rule that the working area (office) of librarians is estimated by the "unit area of a person" which ignored the different needs and characteristics of each section of librarians. Based on a survey to the librarians of six universities to evaluate the size of their working area, researchers found a set of ratios of "co-working area" between the "average area of total office of a person" and the "unit area of a person" in each section of library. It revealed two facts that the obvious difference between each section in its need in space, and the actual size of the office area should be estimated based on the amount of "average area of total office of a person." The results of this research offered some reference data for librarian to check their office size suitably.
Ko-Li Chen; Li-Wen Pan
Health sciences librarians at the University of Washington (UW) are partners in the evolution of Internet-based clinical information systems for two medical centers, University of Washington Medical Center and Harborview Medical Center, as well as the UW Primary Care Network clinics. Librarians lead information resource and systems development projects and play a variety of roles including facilitator, publisher, integrator, and educator. These efforts have been coordinated with parallel development efforts by the Integrated Advanced Information Management Systems (IAIMS) clinical informatics group in developing electronic medical record systems and clinical decision support tools. The outcome is MINDscape, a very heavily used Web view of the patient medical record with tightly integrated knowledge resources as well as numerous Web-accessible information resources and tools. The goal of this article is to provide a case study of librarian involvement in institutional information systems development at UW and to illustrate the variety of roles that librarians can assume in hospital settings. PMID:10550024
Fuller, S S; Ketchell, D S; Tarczy-Hornoch, P; Masuda, D
Health sciences librarians at the University of Washington (UW) are partners in the evolution of Internet-based clinical information systems for two medical centers, University of Washington Medical Center and Harborview Medical Center, as well as the UW Primary Care Network clinics. Librarians lead information resource and systems development projects and play a variety of roles including facilitator, publisher, integrator, and educator. These efforts have been coordinated with parallel development efforts by the Integrated Advanced Information Management Systems (IAIMS) clinical informatics group in developing electronic medical record systems and clinical decision support tools. The outcome is MINDscape, a very heavily used Web view of the patient medical record with tightly integrated knowledge resources as well as numerous Web-accessible information resources and tools. The goal of this article is to provide a case study of librarian involvement in institutional information systems development at UW and to illustrate the variety of roles that librarians can assume in hospital settings.
Fuller SS; Ketchell DS; Tarczy-Hornoch P; Masuda D
Objective: Refine the understanding of the desirable skills for health sciences librarians as a basis for developing a training program model that reflects the fundamental changes in health care delivery and information technology.
Giuse, Nunzia Bettinsoli; Huber, Jeffrey T.; Kafantaris, Suzanne R.; Giuse, Dario A.; Miller, M. Dawn; Giles, Dwight E.
Full Text Available A librarian and an architect conduct the essential dialogue involved in renovating an academic library in Paris, comparing architectural concerns with the exigencies of public use, and juxtaposing technical requirements with the functional organisation of the library.
André Lohisse; Françoise Sogno
Full Text Available Valerie Florance of the National Library of Medicine (NLM) discusses NLM's support programs to encourage new roles for health sciences librarians, specifically the NLM Administrative Supplements for Informationist Services in NIH-funded Research Projects program.
Full Text Available The indicator of information society describe the infrastructure of information and communication technology ; as well as it’s use and it’s production in different estate of society. The importance economic and social of tic is crescent in modern society. and the presentation of tendency inform above the situation of information society . in this article we want to describe the indicator of tic in Algeria according to librarian’s vision in Mentouri university.
Full Text Available JESLIB Editor Elaine R. Martin introduces the papers in Volume 2, Issue 1 (2013), which focuses on the role of and the Informationist or Embedded Librarian in the scientific research process. As biomedical science becomes more data intensive, researchers are faced with a range of data management challenges, problems, and needs. Health sciences librarians are ideal partners for offering scientists at their institutions a range of data management services.
Elaine R. Martin
BACKGROUND: In 2007 the University Health Sciences Librarians Group (UHSL) merged with the University Medical Schools Librarians Group (UMSLG) to form the University Health and Medical Librarians Group (UHMLG). This paper traces the course of health librarianship in the UK which led to this event, from the perspective of the UHSL. METHODS: The narrative has been developed from the Executive Committee minutes, newsletters and reports of events organized by the UHSL. SUMMARY: The UHSL evolved from the Council of Polytechnic Librarians (COPOL) Health Sciences Group and the Standing Conference of National and University Librarians (SCONUL) Health Sciences Group. It sought to represent the views of health librarians working in the university sector. It also provided, through newsletters and study days, information, networking opportunities and professional development. UHSL collaborated with other relevant organizations to further its aims. CONCLUSION: The structure of professional support groups within health librarianship reflects the evolving nature of the health service, higher education and the social changes driven by technological developments.
|A kindergarten teacher implemented a practicum designed to increase parent involvement in their children's kindergarten and give parents information about the kindergarten program. Specific goals of the intervention were to inform parents about kindergarten routine, kindergarten requirements and concepts of child development, and to help parents…
Nachman, Leah B.
Las presencias de los padres en las instituciones educativas y la configuración del trabajo docente: el caso de una escuela privada de la Ciudad de Buenos Aires The Presence Of Parents And The Configuration Of Teachers' Work In Educational Institutions: The Case Of A Private School In Buenos Aires City
Full Text Available La hipótesis que estructura este artículo sostiene que el modo en que se configura el trabajo de los docentes de una escuela de gestión privada de la Ciudad de Buenos Aires está vinculado con las presencias de los padres de los alumnos en la institución. Aquí reflexionamos sobre el trabajo de los docentes basándonos en el enfoque antropológico relacional que recupera los significados producidos por diferentes actores (maestros, padres de los niños) que intervienen en la construcción de una problemática específica. Al considerar que los distintos actores no pueden comprenderse sin atender a las relaciones que establecen con otros, en este trabajo documentamos la heterogeneidad que caracteriza esos modos de estar presentes los padres, para precisar los contenidos que asumen las relaciones de poder que se despliegan entre maestros y familias por sus lugares en la escuela, en torno de los procesos de escolarización.This article is based on the hypothesis that the particular shape teacher work takes in a private school in Buenos Aires City is related to the presence of pupils' parents in the institution. Under consideration are ideas about teacher work based on the anthropological relational school which recuperates the meanings produced by the different actors (teachers, pupils' parents) involved in the way specific problems are constructed. Here the great diversity that can be found in families' ways of being present at school is fore fronted, as it is considered that a comprehensive analysis of actors should not avoid their mutual relations. This will allow the contents of power relations existing between teachers and families in relation to their positions as regards schooling processes to be specified.
Las presencias de los padres en las instituciones educativas y la configuración del trabajo docente: el caso de una escuela privada de la Ciudad de Buenos Aires/ The Presence Of Parents And The Configuration Of Teachers' Work In Educational Institutions: The Case Of A Private School In Buenos Aires City
Full Text Available Abstract in spanish La hipótesis que estructura este artículo sostiene que el modo en que se configura el trabajo de los docentes de una escuela de gestión privada de la Ciudad de Buenos Aires está vinculado con las presencias de los padres de los alumnos en la institución. Aquí reflexionamos sobre el trabajo de los docentes basándonos en el enfoque antropológico relacional que recupera los significados producidos por diferentes actores (maestros, padres de los niños) que interviene (more) n en la construcción de una problemática específica. Al considerar que los distintos actores no pueden comprenderse sin atender a las relaciones que establecen con otros, en este trabajo documentamos la heterogeneidad que caracteriza esos modos de estar presentes los padres, para precisar los contenidos que asumen las relaciones de poder que se despliegan entre maestros y familias por sus lugares en la escuela, en torno de los procesos de escolarización. Abstract in english This article is based on the hypothesis that the particular shape teacher work takes in a private school in Buenos Aires City is related to the presence of pupils' parents in the institution. Under consideration are ideas about teacher work based on the anthropological relational school which recuperates the meanings produced by the different actors (teachers, pupils' parents) involved in the way specific problems are constructed. Here the great diversity that can be foun (more) d in families' ways of being present at school is fore fronted, as it is considered that a comprehensive analysis of actors should not avoid their mutual relations. This will allow the contents of power relations existing between teachers and families in relation to their positions as regards schooling processes to be specified.
R. Inglehart (1990, 2005) considers values to be one's reactions to changes in the environment. According to his approach values develop in the socialisation process. Values can be divided into traditional, modernist and postmodernist. According to Rokeach (1973), values are an element of culture, an image of the desirable that might not be…
Does the homosexuality of parents affect the sexual orientation or experiences of their children? Seventeen of 5,182 randomly obtained adults from six U.S. cities answered questionnaires indicating that they had a homosexual parent. Parental homosexuality may be related to findings that: (1) 5 of the 17 reported sexual relations with their parents; (2) a disproportionate fraction reported sexual relations with other caretakers and relatives; and (3) a disproportionate fraction: (a) claimed a less than exclusively heterosexual orientation (47%); (b) indicated gender dissatisfaction; and (c) reported that their first sexual experience was homosexual. Of 1,388 consecutive obituaries in a major homosexual newspaper, 87 of the gays who died had children and registered a median age of death of 47 (the 1,267 without children had a median age of death of 38); 10 lesbians did and 24 did not have children. We estimate that less than 1% of parents are bisexual or homosexual and that < 7% of gays and about a third of lesbians are parents.
Cameron P; Cameron K
The aim of the study is to examine the rates of mental health service utilization in young Latino children of immigrants in relation to maternal and teacher reports of child mental health need. Specific knowledge is lacking about gaps in service utilization among young Latino children, the fastest growing and possibly the most underserved segment of the US child population. The associations of mental health service utilization (Service Assessment for Children and Adolescents) and mental health need (clinical levels of internalizing, externalizing, or total problems reported by mothers [Child Behavior Checklist] and teachers [Teacher's Report Form]) were examined in a community sample of young Latino children of immigrants (n = 228; mean age = 6) and compared across mothers' and teachers' responses. Mother-teacher agreement was also studied. Sixty-five children (28.5 %) had a mental health need; most (76.9 %) of these received no services. For all types of mental health need, service utilization was more likely when need was reported by mothers rather than teachers (p = .03). Teachers' reports were not associated with service utilization. Mother-teacher agreement was low for externalizing (r = .23; p ? 0.01) and total problems (r = .21; p ? 0.05), and nonsignificant for internalizing problems. This study is the first in the United States to document, in such a young Latino group, high rates of unmet need comparable to those among older Latino youth; low or no mother-teacher agreement on which children had a mental health need; low utilization of school-based services; and a lack of association between service utilization and teacher-reported mental health need-both for externalizing and internalizing problems. These findings suggest that schools are not effectively leveraging mental health services for young Latino children. Potential factors responsible for the findings are discussed.
Toppelberg CO; Hollinshead MO; Collins BA; Nieto-Castañon A
Data were merged from two prevention randomized trials testing 1-year outcomes of a parenting skills program, the Chicago Parent Program (CPP) and comparing its effects for African-American (n?=?291) versus Latino (n?=?213) parents and their preschool children. Compared to controls, intervention parents had improved self-efficacy, used less corporal punishment and more consistent discipline, and demonstrated more positive parenting. Intervention children had greater reductions in behavior problems based on parent-report, teacher-report, and observation. Although improvements from the CPP were evident for parents in both racial/ethnic groups, Latino parents reported greater improvements in their children's behavior and in parenting self-efficacy but exhibited greater decreases in praise. Findings support the efficacy of the CPP for African American and Latino parents and young children from low-income urban communities.
Breitenstein SM; Gross D; Fogg L; Ridge A; Garvey C; Julion W; Tucker S
Full Text Available This study investigated how 223 mothers and 200 fathers of 3- to 6-year-old children from Taiwan saw their child-rearing strengths and shortcomings. The Mandarin version of the Parent as a Teacher Inventory (PAAT) was administered to each of the 423 subjects. This instrument is designed to examine five aspects of interaction between parent and child. Multivariate analyses of variance were applied to determine the significant effects of eight independent variables on the five PAAT subscales. The variables that significantly affected parent responses were (1) amount of time spent with a child, (2) household income, (3) parent education, and (4) gender of parent. The variable with the most impact was time spent with a child. Parents who spent 10 hours or more per week interacting with their child demonstrated greater strengths than peers who spent less time interacting with their child, as indicated on all subscales of the PAAT.
Troy E. Beckert; Paris S. Strom; Robert D. Strom; Cheng-Ta Yang; Nei-Yuh Huang; Yu-Wei Lin
... Care Stay Connected Home » Parenting Your Adopted Teenager Parenting Your Adopted Teenager Email Print (PDF 325 KB) ... For expectant parents considering adoption and birth parents Parenting after adoption Postplacement casework Search & reunion Adoption Month ...
Full Text Available With globalization the credibility of the workforce is determined by how best they can accommodate themselves in the growing challenges of k-economy. Knowledge Management (KM) has been in operation for quite some time. Its close affinity to library and information management is undeniable. Library has not relinquished its role and interest as information and knowledge providers. It is fitting then to recognise that a well planned strategy, involving the library and the management of the institution could provide significant influence to achieve the KM objectives. Librarians and information professionals (IPs) should be dedicated to fulfilling the varied information needs of the users, amidst the K-economy by providing accurate and relevant bibliographic and physical access and offer referral to the multidimensional range of information within the library premise and outside. KM is a challenge to the information professionals and for the fields of librarianship and information science and needs to be taken seriously to leverage the intellectual assets and to facilitate knowledge utilization and creation. Key words: K-economy; Knowledge management (KM); Globalization; Library management; Information management
Raja Abdullah Yaacob; Adnan Jamaluddin; Kamaruzaman Jusoff
Full Text Available One of the fundamental aspects underlying the implementation of the autonomous schools in Malaysia is the School-Based Management (SBM) practices. Previous studies indicated that SBM is viewed as a means of incorporating the voices of parents, teachers and the community in the school management in a formal manner. Thus, the aim of this study is to investigate the level of parents’ involvement in Malaysian autonomous school activities as perceived by teachers. The data for the study was obtained using questionnaire from 60 autonomous schools in Malaysia. A set of questionnaire consisting 20 items using the 10 Likert scales were answered by 788 respondents (teachers of autonomous schools). The findings shows that parents are among the stakeholders of Malaysian autonomous schools who are involved in the process of school policy-making and their involvement is relatively high in all school activities, where they always provide moral and material support to the schools; showing concern towards their children’s learning process and school improvement in general; cooperating with schools to improve students’ discipline and; attending periodical parent-teacher meetings. Furthermore, the findings also show that there is a pattern of parents’ involvement in each activity according to varies categories and types of autonomous schools. While, the MANOVA analysis reveals that there is a significant differences among the autonomous schools in the level of parents’ involvement regardless of their types and categories. Thus, the findings verify that the parents’ involvement in autonomous school activities is in line with the tenet of SBM which highlights parents’ roles in improving the function of the school as crucial education provider.
Aziah Ismail; Abdul Ghani Kanesan Abdullah
Full Text Available In Indonesia, Ki Hajar Dewantoro is one of the most respected scholars in education philosophy. He stated the importance of trust earned by teachers in guiding students in their learning activities. The teacher, as the leader in the class, needs to develop mutual trust between students and teachers. Trust to teachers is strongly required by students as a foundation in developing and expanding their relationship and also social network. It is also the fundamental element in their desire to pursue higher education, for it is only through a sense of trust that student will embrace an empowering sense of freedom and pursuit the knowledge. The exercise of this freedom requires a risk on behalf of students based on the trust of their teachers and the learning experience that they provide. If students trust their teachers, they will be more able to focus on the task at hand and to work and learn more effectively. A total number of 291 senior high school students in Yogyakarta (males=147, females=144) completed an open-ended questionnaire developed for this study that asks how much they trust their teachers and the reason why they trust their teachers. The data was analyzed using indigenous psychological approach of analyzing the content of open-ended responses, categorization of the responses and cross-tabulating with demographic/background information. Results indicated that 63% of participants stated that they trusted their teachers. The main reason for trusting their teachers are as follows: they are perceived as being similar to their parents, teachers’ ability in transferring knowledge, the relationship with teacher, and their abilities of guiding students. The study concluded that trust of senior high school students was established because of views that teachers are parents that have competence in delivering knowledge and are formally established as teachers. Therefore a teacher’s behavior that similarly represents a parent’s behavior at home will produce a child’s trust and this will become the foundation for the students to learn better.
Kurnianingsih, Sri; Yuniarti, Kwartarini Wahyu; Kim, Uichol
BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with externalizing behavioural problems. AIMS: To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form.
Hanisch C; Freund-Braier I; Hautmann C; Jänen N; Plück J; Brix G; Eichelberger I; Döpfner M
Full Text Available A small study of the use of online information resources by new Virtual Learning Environment users in a UK University provided insights into the strategies used by lecturers to select those resources, and into some of the difficulties they encountered when using online materials in their teaching. Skills training emerged as an issue for both teachers and learners, and some interesting observations were made on the working relationships of lecturing staff and librarians. The study concludes that the need for 'new alliances' frequently raised in current literature is indeed very apparent, but that to be most effective such co-operation may need to be at individual as well as at group level..
Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural), but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders), parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams) and leadership (governance committees), but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.
In this essay, Richard Smith observes that being a parent, like so much else in our late-modern world, is required to become ever more efficient and effective, and is increasingly monitored by the agencies of the state, often with good reason given the many recorded instances of child abuse and cruelty. However, Smith goes on to argue, this begins…
Full Text Available Abstract Background Abundant information about gene products is stored in online searchable databases such as annotation or literature. To efficiently obtain and digest such information, there is a pressing need for automated information-summarization and functional-similarity clustering of genes. Results We have developed a novel method for semantic measurement of annotation and integrated it with a biomedical literature summarization system to establish a platform, GeneLibrarian, to provide users well-organized information about any specific group of genes (e.g. one cluster of genes from a microarray chip) they might be interested in. The GeneLibrarian generates a summarized viewgraph of candidate genes for a user based on his/her preference and delivers the desired background information effectively to the user. The summarization technique involves optimizing the text mining algorithm and Gene Ontology-based clustering method to enable the discovery of gene relations. Conclusion GeneLibrarian is a Java-based web application that automates the process of retrieving critical information from the literature and expanding the number of potential genes for further analysis. This study concentrates on providing well organized information to users and we believe that will be useful in their researches. GeneLibrarian is available on http://gen.csie.ncku.edu.tw/GeneLibrarian/
Chiang Jung-Hsien; Shin Jyh-Wei; Liu Heng-Hui; Chin Chong-Liang
Full Text Available This study explores the core values, purposes, functions, andobjectives of libraries. Based on the library values identified inthe existing literature, this study conducted empirical analyses andproposed a set of core competencies for librarians in Taiwan. Firstly,focus group method was used to understand librarians’ opinions onthe subject matter. Two documents released by the American LibraryAssociation informed the discussion protocols – the 2004 CoreValues of Librarianship as well as the 2008 Core Competencies ofLibrarianship. Secondly, based on the results of three focus groupdiscussions, a questionnaire surveying librarians’ opinions of libraryvalues and core competencies for Taiwan’s librarians was distributedto library managers and library educators. Based on the survey result,this study identified 12 library values, 11 librarian roles, and a set ofcore competencies comprised of 55 items in eight categories. It alsoidentified 14 new library functions in the digital age. The findingscan be used in the planning of library education and the hiring andevaluation of library employees.
Mei-Ling Wang; Chi-Tzu Liu
Full Text Available Objective – This review of the literature provides a framework for understanding the professional experiences of women library directors in academic libraries. It focuses uponcareer advancement and writing about women librarians in the United States and Canada from the 1930s to 2012.Methods – Databases from the disciplines of library science and business and management, including the larger social sciences, were searched for references to sources that dealt with career advancement and progression of women, specifically womenlibrarians, from the 1930s to 2012. Similarly, these databases were also searched for sources pertaining to writing about women, especially women in libraries. Sources were also culled from major bibliographies on women in libraries. Articles and monographswere selected for inclusion in the review if they reported research findings related to these broad topics. In some cases sources from the professional literature were included if they offered a unique perspective on lived experience.Results – Evidence shows the number of women in senior leadership roles has increased over the years. From the 1930s to the 1950s it was the natural order for men to be heads of academic libraries, particularly major research libraries. Research studies of the decades from the 1960s to the 1980s provide evidence of a shift from the assumption that various personal and professional characteristics could be identified to account for differences in the number of men and of women recruited into senior positions in academic libraries. Despite this, women remained vastly under-represented in director positions in academic libraries. From the 1990s to the present, the evidence shows the number of women in senior leadership roles increased, despite factors such as mobility, career interruptions, or lack of advanced degrees that were traditionally identified as limitations to career growth. While women have gained in terms of the number of senior positions in academic libraries in the U.S. and Canada they are still not proportionately represented. The results section concludes with a review of sources that pertain to writing about women library leaders. This emphasizes that the professional lives of women librarians are largely unknown, as is the importance of their contribution to the development of libraries and librarianship. These sources were included to highlight the critical importance, but lack of material that speaks to writing about women and their professional lives and experiences.Conclusions – Research into the lives of women library leaders is important because women traditionally represent 75-80% of library professionals, yet the story of their career advancement and leadership within librarianship is bounded by characteristics – real or perceived – that affect their career progression. Future research focusing on collecting current data about career advancement of women in Canadian academic libraries as well as the contributions of women to development of libraries is suggested.
Teachers' Domain is an online educational service with two related components: collections and courses that help teachers enhance their students' learning experiences and advance their own teaching skills. The Teachers' Domain collections include classroom-ready multimedia resources for use in lessons or independent study, and the Teachers' Domain Professional Development courses utilize many of the same resources along with videos of exemplary classroom practice. The collections provide learning experiences that no textbook can. This ever-expanding library currently includes collections on life science, physical science, engineering, earth and space sciences.
Public Librarians with the Highest Retention Rate are More Likely to Choose their Entire Career Path in Public Libraries. A Review of: Noh, Y. (2010). A study analyzing the career path of librarians. The Journal of Academic Librarianship, 36(4), 329–346.
Full Text Available Objectives – The main objectives of this study were the following:• to analyze the career path and career movement of librarians in Korea• to identify and compare factors influencing the career movement path of chief librarians in public libraries and other librarians• to determine library positions’ turnover rates, average career retention, career reinstatement, proximity between careers, and proximity between different librariesDesign – Survey questionnaire.Setting – One survey conducted in college libraries, public libraries, special libraries, school libraries, and library-related service providers in Korea, and another in public libraries in Korea, targeting chief librarians only.Subjects – Librarians were identified from the 2008 Korean Library Yearbook published by the Korean Library Association. Also, more survey recipients in the ‘other category’ were identified through Internet search, directory search, and library ads. A total of 816 librarians participated in the survey. The breakdowns of participants based on the type of library they were working at are the following:First survey:• 282 Public librarians• 268 University librarians• 24 Special librarians• 25 School librarians• 15 Other librariansSecond survey:• 202 Chief librarians at public librariesMethods – A total of 2179 questionnaires were distributed twice in May 2009 via mail to different libraries. Postage paid envelopes were provided. A phone call reminder was made to increase the response rate. 614 copies were returned. The total response rate for the survey was 28.18%. The highest response rate was from academic libraries with a total of 37.17% (Table 2 in the article). Six hundred and forty three copies of the questionnaire were sent out to chief librarians and the response rate was 31.42%. The SAS statistical package was used for conducting statistical analysis of the data. The content areas covered in the two questionnaires are listed below in Table 1.In order to investigate the career movement path of librarians, participants were asked to identify their current job position plus the first three positions before the current position. Each position equals one phase in the librarians’ career path analysis. The jobs were broadly categorized into public libraries, university libraries, special libraries, schools and school libraries, database and content builders, library automation system developers, MARC companies, agencies, Internet portals, library supply companies, and others.Main Results – The data obtained from those items italicized in Table 1 were used to compare factors influencing the career movement path of chief librarians in public libraries and librarians. The survey results on differences in gender show that most chief librarians (58.9%) were men compare to women (41.1%), while the ratio of women to men librarians is 2:5. Therefore, it is more likely that male librarians decide to become chief librarians. Analyzing the age of respondents indicates that it takes 20 years of library experience before one becomes a chief librarian. Survey results on differences in the final academic degree between librarians and chief librarians show that more librarians (96.7%) held higher graduate degree compare to chief librarians (87.6%) (results calculated form Table 7 - p. 333). Likewise, there are more librarians who studied library and information science (83.3%) compare to chief librarians (55.9%) (Table 8). Comparing the type of certificates held by two groups, it is evident that 26.7% of chief librarians do not have any library related certificates compare to 5.9% of librarians. The survey results suggest that both librarians and chief librarians make effort to increase their knowledge and skills. While librarians spend more time to improve operational aptitude and personal management, chief librarians identify themselves as hard working individuals.The study conducted a simple analysis on factors influencing the career movement of librarians and chief librarians. Those factors differ
The principal is responsible for establishing a positive image for the school and communicating effectively with all constituents, including home schooling parents. Besides becoming familiar with laws, policies, and guidelines, principals should involve teachers in cooperative efforts, view parents as educators, initiate meetings to discuss how…
Pawlas, George E.
Full Text Available In Taiwan, there is very few professional medical librarians has medical subject education background, and most of those who are LIS backgrounds has never taken medical librarianship related courses while at school. These issues highlight the importance of continuing education of Taiwanese medical librarians. This study adopts questionnaire survey method to explore the current status and needs of continuing education for medical librarians in Taiwan. The questionnaires were totally sent out 240 copies, and recovered 196 copies. The returned ratio is 81.7%. At the end, the author presents 6 findings, and proposes suggestions to the professional medical organizations and associations, library and information science schools, and medical library directors. Hope these findings could be references for planning continuing education in the future.
Full Text Available As part of the service industry, libraries commit to providing high-quality public services. Therefore, the circulation librarians should manage their emotions and maintain a pleasant manner when accommodating readers’ needs. Such regulation of one’s emotions is called “emotional labor.” Using questionnaires, this paper assesses the effects of circulation librarians’ backgrounds, including their gender, age, marital status, seniority in the library, seniority in responsible department, educational background, related professional training, and supervisorship, on their emotional labor. This study expects that university library directors or managers will endeavor to understand the emotional labor of circulation librarians and to formulate related strategies for emotional management, thus enhancing the overall quality of the library service.
Chen Su-may Sheih
In this paper we will highlight some important issues which will influence the redefinition of roles and duties of libraries and librarians in a networked based educational environment. Although librarians will also keep their traditional roles of faculty support services as well as reference service and research assistance, we identify the participation in the instructional design process, the support in the evaluation, development and use of a proper authoring system and the customization of information access, as being the domains where libraries and librarians should mainly involve themselves in the next future and make profit of their expertise in information and knowledge organization in order to properly and effectively support the institutions in the use of Information Technology in education.
Pettenati, M C; Pettenati, Corrado
A light-hearted description of starting work and finding the networks in astronomy libraries. Starting with a description of my librarianship career before astronomy. Networking with (SLIL Special Librarians In London). Why I applied for this job. Starting work at the Institute of Astronomy. A brief description of the Institute library. A glorious tradition: IoA librarians past and present. Getting to know the computers. Joining email lists (ASTROLIB and SLAPAM). Adventures with email and web forums. Saying hello, introducing myself to other Astronomy librarians (RAS and ROE). Other libraries and other networks (SLIC and CLG) in Cambridge. Other libraries in Britain. Unusual inter-library loan sources. Getting on with the job: my plans for the future. Looking back: where I went right and where I went wrong.
Hurn, Mark David
The American Association of School Librarians (AASL) released new guidelines for school library programs in the summer of 2009. Empowering Learners: Guidelines for School Library Programs (AASL 2009a), hereafter referred to as EL, spells out the five roles that school librarians must practice to empower library users. The purpose of this…
Moreillon, Judi; Cahill, Maria; McKee, Rebecca
Full Text Available An article is discussing The Egyptian Web Logs ,library blogs and librarian's blogs at the world wide web as one of information electronic sources so this article is answering on some questions. what is conception of blogs?, What is historic development and origin of blogs?, What are reasons to fame and spread blogs between internet employees ?, what is blogging software to create blog?, what is directory and search engine of blogs?, what is characteristics of successful blogs? and concentrates on Egyptian weblogs, what is the most famous Egyptian blogs in the world wide web ? and refer to relationship between the Egyptian weblogs and policy. and special indication to blogs in library and information science which include library blogs and librarian's blogs. this article also is answering on some questions about library blogs and librarian's blogs. what is meaning of library blogs and librarian's blogs? what is purposes and aims of library blogs and librarian's blogs? what is directory of library blogs and librarian's blogs? Are there sorts of library blogs and librarian's blogs? and What are examples of library blogs and librarian's blogs available at the world wide?. to give overview about this electronic source at all its parts.
Shayma' Ismael Abbas Ismael
Parental preparation for a child's discharge from the hospital sets the stage for successful transitioning to care and recovery at home. In this study of 135 parents of hospitalized children, the quality of discharge teaching, particularly the nurses' skills in "delivery" of parent teaching, was associated with increased parental readiness for discharge, which was associated with less coping difficulty during the first 3 weeks postdischarge. Parental coping difficulty was predictive of greater utilization of posthospitalization health services. These results validate the role of the skilled nurse as a teacher in promoting positive outcomes at discharge and beyond the hospitalization. PMID:18638672
Weiss, Marianne; Johnson, Norah Louise; Malin, Shelly; Jerofke, Teresa; Lang, Cecilia; Sherburne, Eileen
Parental preparation for a child's discharge from the hospital sets the stage for successful transitioning to care and recovery at home. In this study of 135 parents of hospitalized children, the quality of discharge teaching, particularly the nurses' skills in "delivery" of parent teaching, was associated with increased parental readiness for discharge, which was associated with less coping difficulty during the first 3 weeks postdischarge. Parental coping difficulty was predictive of greater utilization of posthospitalization health services. These results validate the role of the skilled nurse as a teacher in promoting positive outcomes at discharge and beyond the hospitalization.
Weiss M; Johnson NL; Malin S; Jerofke T; Lang C; Sherburne E
Application of "crisis" and "social facilitation" theory to program intervention with preschool-age children was undertaken to asses the effects of a preschool education experience on recovery of psychological functions following divorce. A pretest-posttest control group design was completed using single-parent (n = 7) and two-parent (n = 8) children in an educational setting as the treatment groups and two-parent (n = 8) children at home as the control. Maternal reports on self-assesed childrearing and child's behavior were obtained during an interview, while intellectual assessments and observational data on social behavior were collected by trained observers and teachers. Little evidence could be noted that suggested weakened mother-child interaction as a function of divorce. Crisis intervention was observed to be an effective technique in assisting single-parent children toward cognitive recovery. However, it remains unclear whether social behavioral problems of single-parent children were positively affected by the crisis intervention program.
Crossman SM; Adams GR
This website has information and links to resources for ocean sciences teachers located in North Carolina, South Carolina and Georgia. The resources include professional development opportunities, student opportunities, teaching resources and lessons, and organizations and agencies to connect teachers with ocean science materials.
Full Text Available The article focuses on the concept of competences which are necessary for defining a teacher with certain abilities as a competent teacher. While analysing the concept of competence one should remember about the differences in interpreting the notions of competence and qualifications, as well as about recognizing both competences and qualifications as key factors.
Full Text Available Research has documented that, in service organization, effectiveness is thought to hinge partly on the emotions expressed by employees. In librarianship, emotions also play an important role in affecting librarian's attitude to patrons and in turn his/her job performance. Librarians are the library's most effective representatives. Patrons judge the entire library by librarian' s behaviors. Thus, librarians' expression of emotions is one of the key factors of library service. Moreover, research on feelings experienced and expressed by organizational members emphasizes emotions as indicators of wellbeing and happiness. Employing literature review and analysis, questionnaires, and statistics analysis, this study explored public service librarians’ perceptions and causes of negative emotions in the public library settings in Taiwan. [Article content in Chinese; Extended abstract in English
Chen Su-may Sheih
The National Library of Medicine is currently funding the Pilot Connections project to promote and support use of the INTERNET in community health care settings. With previous networking applications of this kind largely confined to academic and research environments, the health librarian has emerged as the agent with the unique knowledge and skills to participate in and manage organizational change. An experiment in applied informatics, the Pilot Connections project shows how health librarians should be aware of the expanding opportunities that exist for them to help their organizations cope more effectively with the external trends and forces currently affecting the role and value of information.
Full Text Available This paper analyzes the ways in which academic librarians in university settings can educate the staff, students, and public involved in the library community of both the risks and benefits of involvement in online social network sites such as Facebook. The concerns addressed range from maintaining users’ basic privacy and protecting themselves from physical and mental harm, to making users aware of how the information being shared on these sites may be used in newly emerging marketing practices. The paper recommends that academic librarians utilize social networking sites themselves in order to provide current, relevant information to the relevant parties in the university library community.
Information technology is transforming the nature of health sciences information and its management, thereby altering the traditional responsibilities of health sciences librarians. As a result, the traditional educational preparation for librarianship is no longer entirely relevant, and there is a real possibility that information management will be taken over by individuals with different educational backgrounds and skills. This paper explores four topics relevant to this issue: the emergence of new forms of health sciences information, the impact of technology on the practice of health sciences librarianship, the interaction of technology and the practice of health sciences librarianship, and the relationship among these three topics and the educational preparation of health sciences librarians.
We examined associations between children's peer relationships and (a) their parents' social competence as well as (b) their parents' behaviors during the children's peer interactions. Participants were families of 124 children ages 6-10 (68% male), 62 with ADHD and 62 age- and sex-matched comparison youth. Children's peer relationships were assessed via parent and teacher report, and sociometric nominations in a lab-based playgroup. Parental characteristics were assessed via parent self-report and observations of behavior during their child's playgroup. After statistical control of relevant covariates, parents of children with ADHD reported poorer social skills of their own, arranged fewer playdates for their children, and displayed more criticism during their child's peer interaction than did parents of comparison youth. Parents' socialization with other parents and facilitation of the child's peer interactions predicted their children having good peer relationships as reported by teachers and peers, whereas parental corrective feedback to the child and praise predicted poor peer relationships. Parents' ratings of their child's social skills were positively associated with ratings of their own social skills, but negatively associated with criticism and facilitation of the child's peer interactions. Relationships between parental behaviors and peer relationships were stronger for youth with ADHD than for comparison youth. The relevance of findings to interventions is discussed. PMID:20339912
Mikami, Amori Yee; Jack, Allison; Emeh, Christina C; Stephens, Haley F
We examined associations between children's peer relationships and (a) their parents' social competence as well as (b) their parents' behaviors during the children's peer interactions. Participants were families of 124 children ages 6-10 (68% male), 62 with ADHD and 62 age- and sex-matched comparison youth. Children's peer relationships were assessed via parent and teacher report, and sociometric nominations in a lab-based playgroup. Parental characteristics were assessed via parent self-report and observations of behavior during their child's playgroup. After statistical control of relevant covariates, parents of children with ADHD reported poorer social skills of their own, arranged fewer playdates for their children, and displayed more criticism during their child's peer interaction than did parents of comparison youth. Parents' socialization with other parents and facilitation of the child's peer interactions predicted their children having good peer relationships as reported by teachers and peers, whereas parental corrective feedback to the child and praise predicted poor peer relationships. Parents' ratings of their child's social skills were positively associated with ratings of their own social skills, but negatively associated with criticism and facilitation of the child's peer interactions. Relationships between parental behaviors and peer relationships were stronger for youth with ADHD than for comparison youth. The relevance of findings to interventions is discussed.
Mikami AY; Jack A; Emeh CC; Stephens HF
Full Text Available The aim of this research is to investigate primary school teacher’s organizational learning experiences and their thoughts about these experiences. In order to realize this aim, educational practices, supportive leadership, communication and education technology, information sharing and cooperation dimensions of organizational learning are analyzed in terms of teachers’ perceptions. When we evaluate research findings, teachers’ perceptions about organizational learning differ meaningfully according to the teacher’s age and their tenure of office. It can be asserted that we can develop schools’ organizational learning ability only if we create systems which make easy and support managers’, teachers’, students’, parents’ and other education workers’ learning course. The results of this study showed that teachers’ perceptions about organizational learning differ according to managers’ use of managerial power in change applications, teacher’s liability to the team work and whether technological advancements is followed or not. The findings of the research also sign the importance of collective learning and application in order to realize organizational learning. When we look at the research findings, it can be asserted that motivating individuals in schools to work and learn collaboratively and to follow technological advancements about education can be effective in transforming schools to learning organizations.
Cevat CELEP; Tu?ba KONAKLI; Ergün RECEPO?LU
|The classroom as a microsystem is characterised by many interpersonal relationships. These relationships are perceived differently by the teacher than they are by the students. In our research we examine the relationship between formal teacher characteristics, interpersonal teacher behaviour as perceived by the teacher, and teacher wellbeing.…
Van Petegem, K.; Creemers, B. P. M.; Rossel, Y.; Aelterman, A.
The classroom as a microsystem is characterised by many interpersonal relationships. These relationships are perceived differently by the teacher than they are by the students. In our research we examine the relationship between formal teacher characteristics, interpersonal teacher behaviour as perceived by the teacher, and teacher wellbeing.…
Van Petegem, K.; Creemers, B. P. M.; Rossel, Y.; Aelterman, A.
Purpose – The purpose of this paper is to report on the progress of research regarding the opportunities for librarians within the context of knowledge management. Design/methodology/approach – A content analysis of 28 full-length journal articles indexed by Library Literature in the past ten year...
Snyman, M.M.M. (Maria Magdalena Margaretha); Van Rooi, Hazel; Snyman, Retha
|A recent American Library Association (ALA) report has shown that less than 1% of credentialed librarians are African American males. This article discusses possible reasons for this dearth; and, in an effort to inform future LIS recruiting and marketing campaigns, the included study attempted to discover which factors lead African American males…
Davis-Kendrick, Kaetrena D.
Have you ever stopped to think about life before Google? We will make the argument that Google is the first manifestation of Web 2.0, of the power and promise of social networking and the ubiquitous wiki. We will discuss the positive influence of Google and how Google and other social networking tools afford librarians leading-edge technologies…
Gunnels, Claire B.; Sisson, Amy
Offers a personal account of a fellowship project undertaken in Argentina by a community college librarian from the United States. Provides an overview of Argentine libraries, and reviews highlights of a seminar held in Argentina on the community college concept. (DMM)
Tang, Donna Taxco
This article considers Open Access (OA) training and the supports and structures in place in academic libraries in the United States from the perspective of a new librarian. OA programming is contextualized by the larger project of Scholarly Communication in academic libraries, and the two share a historical focus on journal literature and a…
Full Text Available The focus of this article is to illustrate the current age distribution of academic librarians in South Africa and to determine the need for age diversity management in academic libraries. Firstly, a literature review provides a brief overview of recent changes to the higher education landscape in South Africa and the importance of diversity awareness. Secondly, the issue of age diversity in the workplace is explored, followed by a discussion of the age demography of librarians, so raising the important issue this paper seeks to investigate, namely, the current age demography of South African academic librarians. A mixed-method research approach was decided upon and specifically the sequential exploratory design as it studies the unknown relationships between different generations of librarians at work within five of the academic libraries from the Gauteng and Environs Library and Information Consortium (GAELIC). The results showed that most of the middle and senior level library management positions are currently filled by those retiring in the next 15-20 years and that the planning and training of new middle and top management staff members must form part of succession planning policies in order to avoid a leadership vacuum.
Sophie Van der Walt; Tanya Du Plessis
|In October 2007, the Oregon Association of School Libraries (OASL) invited the author to speak at their annual conference. The question they asked him was, "What information literacy and library research skills do academic librarians think entering college freshmen should have?" The author investigates this question in his home state of Oregon.…
|The authors present a case study examining a university library initiative intended to increase students' information literacy through effective collaboration with teaching faculty--specifically, the collaboration between an academic librarian and a social work professor. The professor participated in the information literacy initiative and…
Johnson, O. J.; Whitfield, J. S.; Grohe, B.
This resource shows librarians and mental health professionals how to use the power of books as therapy when working with children and young adults. After defining "bibliotherapy," the book considers what skills and competencies are needed to qualify an individual to be a bibliotherapist. It then explores how bibliotherapy can be used to meet the…
Doll, Beth; Doll, Carol
Full Text Available “Google can bring you back 100,000 answers. A librarian can bring you back the right one.” — Neil Gaiman The night before I was scheduled to return to work after summer vacation I was lying in bed, staring at the ceiling trying to quiet my thoughts and reset my body into work mode. Unfortunately I [...
This is the final article in a series examining globalisation and the role of Australian librarians in internationalising library, university, and international practice in higher education. It describes case studies of Australian academic libraries in which a successful pattern for internationalisation emerged. The conclusions of the research are…
Becker, Linda K. W.
Full Text Available Background and Aim: Knowledge management is effective in promoting organizational structure, level of services, and universities competency power. The present study was aimed to assess knowledge management effective factors including information technology, organization culture, human resources, and librarians' skills among university librarians in Urmia. Materials and Methods: This analytical survey was conducted on 102 university librarians in Urmia. The data were collected using a questionnaire where its validity and reliability was confirmed by specialists’ overviews and Cronbach's Alpha (0.94). In order to analyze the data, first the middle of the effective factors of knowledge management was estimated. Next, synchronic effect of the variables was estimated via multinomial logistic regression. Also Chi-square was used to assess the relationship between majors and sex factor of the librarians considering their perspective on knowledge management. Results: Organizational culture, information technology and human resources are the most effective factors to knowledge management circulation. Also the median degree of the knowledge management process includes knowledge creation and reservation and knowledge sharing and employing; which was 2/7 and 2/2 respectively. Conclusion: Knowledge management is an important factor in human resources and competency environment of organizations. Libraries can with launching of knowledge management circulation, earn some promotions, for example: saving research and development costs, capacity increasing, employers’ job satisfaction, maintenance of competency environment and etc.
Abbas Doulani; Mohammad Jabraeily Mazrae Sadi; Bohlul Rahimi; Ali Rashidi
In brief: The Digital Public Library of America (DPLA) launched last week. This article attempts to tease out the librarian response to DPLA and explore what it means for the future of the library in popular imagination, as well as in our field. I describe the what, who, and how of DPLA and ask, aft...
The purpose of this study was to determine how providing pre-service school librarians with mentors during their degree program impacted their level of self-perceived transformational leadership potential. The study consisted of 30 participants enrolled in a school library certification master's degree program emphasizing leadership. The findings…
Smith, Daniella L.
Nursing and library faculty face many information literacy challenges when graduate nursing programs migrate to online course delivery. The authors describe a collaborative model for providing cost-effective online library services to new graduate students in a three-university consortium. The embedded librarian service links a health sciences…
Guillot, Ladonna; Stahr, Beth; Meeker, Bonnie Juve'
As the solo school librarian in a modestly sized private school, the author is responsible not only for managing the school library, but also for many other things that come his way throughout the school year. Among the many balls the author has to keep in the air are budgeting, collection development, weeding, lesson planning, fundraising, and…
Cherry, Wayne R., Jr.
Library users' evolving information needs and their choice of search methods have changed reference work profoundly. Today's reference librarian must work in a whole new way--not only service-focused and businesslike, but even entrepreneurial. Murphy innovatively rethinks the philosophy behind current library reference services in this…
Murphy, Sarah Anne
Describes steps involved in the process of hiring academic librarians. Topics discussed include refining the job description; forming a search committee and determining appropriate administrative support; salary decisions; selection criteria for qualified candidates; conference placement activities; evaluating applicants, including dealing with…
Birdsall, Douglas G.
Sandra Tauler has tailored her collection and services to the needs of a community that is 97 percent Hispanic. Unfortunately, that's only half the job. The other half is getting potential users through the door. The solution Tauler and other Imperial Valley librarians came up with was Proyecto Televista. With LSTA funding, and the assistance of…
Library Journal, 2005
Full Text Available For new library school gradates, or for more seasoned librarians ready for a change, entering the job market can be an intimidating, frustrating experience. We hear that there are no jobs available, and that the few libraries that do advertise new openings are inundated with applications. Perhaps less publicly, we also hear administrators express concerns [...
In addressing the challenges in the curriculum re-structure moving from a three-year to a four-year undergraduate curriculum from 2012 at the University of Hong Kong, coupled with the move to outcomes-based approaches within a learning commons environment, further opportunities arise for librarian-f...
This feature considers the legitimate peripheral participation model in developing professional competencies in health librarianship. It is described how this model was used in the development of a framework for mapping and recognising the competencies gained by new health librarians at the Royal Free Hospital Medical Library. HS.
Clarke S; Thomas Z
This feature considers the legitimate peripheral participation model in developing professional competencies in health librarianship. It is described how this model was used in the development of a framework for mapping and recognising the competencies gained by new health librarians at the Royal Free Hospital Medical Library. HS. PMID:22051132
Clarke, Sara; Thomas, Zoe
Full Text Available Setting and Objective: The Purdue University Libraries offered a series of professional development workshops in 2011-2012 to provide librarians with a broad understanding of issues in data curation and to train them in the use of the Data Curation Profiles Toolkit (DCP Toolkit). An additional goal of the workshop was to develop a better understanding of the experiences, attitudes, and needs of librarians as they explore new roles.Design and Methods: Workshop participants were asked to complete three surveys: one before the workshop, one right afterwards, and one delivered three months after they had attended the workshop. Participants’ responses to the survey questions that pertained to demographic information, confidence levels, and levels of engagement before and after the workshop were reviewed and analyzed.Results: The results of the survey indicated that participants’ confidence levels in multiple areas increased after the workshop, but that their levels of engagement remained relatively stagnant. An analysis of the free text comments made in the survey revealed multiple issues in librarians’ efforts to increase their engagement in working with data including time, staffing, and organizational support from their library.Conclusions: The challenges encountered by librarians seeking to engage in data management and curation issues are found at the individual level (acquiring skills and confidence) and at the organizational level (creating a supportive environment). Both levels will need to be addressed by libraries seeking to develop data services.
Jake R. Carlson
Full Text Available In brief: The Digital Public Library of America (DPLA) launched last week. This article attempts to tease out the librarian response to DPLA and explore what it means for the future of the library in popular imagination, as well as in our field. I describe the what, who, and how of DPLA and ask, after [...
In a world of rapid change, librarians often ponder their future, their shifting roles, even what they should call themselves and their libraries. This paper looks at some of these issues in the context of an academic library, the University of Hong Kong Libraries, and looks at the dilemmas facing ...
A recent American Library Association (ALA) report has shown that less than 1% of credentialed librarians are African American males. This article discusses possible reasons for this dearth; and, in an effort to inform future LIS recruiting and marketing campaigns, the included study attempted to discover which factors lead African American males…
Davis-Kendrick, Kaetrena D.
On January 15, 2005, a standing-room-only crowd of librarians listened as a panel of experts, moderated by Columbia University's Jim Neal, voiced support for the National Institute of Health's (NIH) proposal to mandate free online access to the research it funds. This article briefly discusses some personal accounts where open access would have…
Albanese, Andrew Richard
Open access (OA) journals promote the opportunity for peer-reviewed journal articles to be freely accessible. In recent years, the number of OA journals has exploded in all disciplines. Previous studies have identified print-based pedagogical discipline-specific journals outside the field of Library and Information Science (LIS) for librarians to…
Tomaszewski, Robert; Poulin, Sonia; MacDonald, Karen I.
Lesson plans and exercises for teachers to use this site and the CD-ROM ?Atomic Archive: Enhanced Edition? in their classrooms. The exercises cover the following subjects: Arms Control, Atomic Physics, Delivery Systems, Fission, Fusion, History and Weapon Effects.
The Parent Form of the Social Competence Scale (SCS-PF) was translated into Chinese and validated in a sample of Chinese preschool children (N = 443). Results confirmed a single dimension and high internal consistency in the SCS-PF. Mothers' ratings on the SCS-PF correlated moderately with teachers' ratings on the Teacher Form of the Social Competence Scale and weakly with teachers' ratings on the Student-Teacher Relationship Scale.
Zhang X; Ke X; Wang X
Teachers of biology and related subjects are increasingly meeting objections from students and their parents to the teaching of evolution and the exclusion of what is called the theory of Intelligent Design. This paper attempts to draw together arguments and evidence which may be used by such teachers. Four lessons are drawn from the 1982…
Cross-disciplinary, team-based collaboration is essential for addressing today's complex research questions, and librarians are increasingly entering into such collaborations. This study identifies skills needed as librarians integrate into cross-disciplinary teams, based on the experiences of librarians involved in the development and implementation of VIVO, a research discovery and collaboration platform. Participants discussed the challenges, skills gained, and lessons learned throughout the project. Their responses were analyzed in the light of the science of team science literature, and factors affecting collaboration on the VIVO team were identified. Skills in inclusive thinking, communication, perseverance, adaptability, and leadership were found to be essential.
Garcia-Milian R; Norton HF; Auten B; Davis VI; Holmes KL; Johnson M; Tennant MR
The present study examined specialized associations between parental control and child aggression in a sample of 600 8- to 10-years old children. Parental control dimensions and aggression subtypes were assessed using multiple informants (i.e. children, mothers, fathers, peers, and teachers). In line with expectations, parental physical punishment was positively associated with overt aggression, whereas parental psychological control was positively associated with relational aggression in both girls and boys. In addition, this study demonstrated that if both parents employed similar parenting strategies, it appeared to have a cumulative effect on child aggressive behaviour. Associations involving overt aggression were more pronounced for boys than girls, whereas associations involving relational aggression were not moderated by gender. Overall, the present study contributes to an emerging research field by supporting the hypothesis of specialized associations between parental control and child aggression. PMID:19994571
Kuppens, Sofie; Grietens, Hans; Onghena, Patrick; Michiels, Daisy
The present study examined specialized associations between parental control and child aggression in a sample of 600 8- to 10-years old children. Parental control dimensions and aggression subtypes were assessed using multiple informants (i.e. children, mothers, fathers, peers, and teachers). In line with expectations, parental physical punishment was positively associated with overt aggression, whereas parental psychological control was positively associated with relational aggression in both girls and boys. In addition, this study demonstrated that if both parents employed similar parenting strategies, it appeared to have a cumulative effect on child aggressive behaviour. Associations involving overt aggression were more pronounced for boys than girls, whereas associations involving relational aggression were not moderated by gender. Overall, the present study contributes to an emerging research field by supporting the hypothesis of specialized associations between parental control and child aggression.
Kuppens S; Grietens H; Onghena P; Michiels D
... Care Stay Connected Home » Foster Parents Considering Adoption Foster Parents Considering Adoption Email Order (Free) Print (PDF ... 512 KB) This factsheet for families summarizes what foster parents should consider while deciding whether to adopt ...
... this Page Print this Page Home › Challenges of Parenting Multiples Challenges of Parenting Multiples Download a PDF of this fact sheet ... the unique challenges and rewards that come from parenting multiples. For more information on the medical aspects ...
Full Text Available Introduction: Beginning the 21century, and the 3th Millennium; new roles and scales, bring the idea of the world unity in which followed the net work philosophy. It has been known as a greatest challenge for librarians and information communicator, the challenge that deserved a profound attention and multifaceted study. The present research reviewed the internal factors influences on medical librarian and informatics communicator attitudes in their future professional placement. Methods: Present research is a descriptive study, and the studied community is the all librarians and information communicators in medical science areas in Iran. Questioners have been used to collect data. These questioners have two main parts, and an additional section was added for personal information. After examining its validity and reliability, the questioner has been distributed among 1368 individuals, for these amounts 1001 answered them. In statistical calculations which included; frequencies distribution, means, percent of distribution indices, correlation coefficient, and binomial tests, SPSS software has been used and the results using the descriptive statistics presents in tables. Results: Finding data showed that among 1001 individual who answered the questioners, 462 of them had librarianship educations. Also average that calculated of importance to internal factors and their influences were 4.13 and 4.18 comparing to 5. In consideration of the Internal factors influences on medical librarian and informatics communicator attitudes in their future professional placement it showed that except one case, there were significant and positive relation among other factors (P<0.001) it means that increasing each of factors has a positive influence on individuals' attitude toward their position in their future profession. Only the first factor: the pre-professional factor did not exist. It is clear that librarian and informatics communicator are completely aware toward the future of their profession and try to cope with the condition. Conclusion:To provide a suitable condition to achieve librarian cope with the new conditions, it is needed to review the administrative organization structure in this profession.
A Horri; SJ Qazi-Mirsaeed
Full Text Available Stress is not a naturedly bad thing - it may be stimulating, motivating and provide excitement to individuals. However, when it exceeds individuals’ ability to cope it becomes harmful both to library and staff. Adequate coping strategies keep the librarians in a state of good health and high job performance. The purpose of this study is trying to explore librarians’ ways of coping with job-related stress in the library settings of national colleges and universities in Taiwan. The study indicates that librarians’ ways of coping are both problem-focused and emotion-focused. And as the stress getting greater, librarians are inclined to cope with emotion-focused ways.[Article content in Chinese
Chen Su-may Sheih
Full Text Available The paper has investigated the perceptions, level of awareness, and acceptance of Library 2.0 applications among librarians at the International Islamic University Malaysia (IIUM). The paper also identified perceived factors and problems that could influence successful implementation of Library 2.0. The findings showed that there was high awareness among the librarians with Library 2.0 applications. The findings also indicated that there was high level of computer expertise among the respondents in terms of web browsers and search engines, in addition to high level of utilization in some of the Web 2.0 applications. In addition, the study observed high rates of using blogs and Wikipedia among the librarians. Though the librarians hold positive perceptions on library 2.0 applications, and indicated willingness to learn more on the utilization of 2.0 tools, they highlighted several concerns in implementing Library 2.0.
Yushiana Mansor; Sufy Rabea Adawiyah Idris
Part-time teacher of primary English needed from 1st December 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: email@example.com or 04 50 40 82 66. Apply as soon as possible, and in any case before November 20th. English National Programme - Lycée International, Ferney-Voltaire
Full Text Available The purpose of this study was to determine some parental predictors of physical inactivity in Spanish adolescents. The sample comprised 1,978 children, aged between 12 and 16 years. A quantitative and qualitative technical triangulation was employed. The study analyzed data of the parents' educational level, the importance they grant to physical-sport activities, and their physical-sport practice. Quantitative technique: a questionnaire (MACOFYD) was used to collect the data. Descriptive, bivariate, and multinomial regression analyses were employed. Statistical significance was set at p < 0.05. Qualitative technique: four discussion groups were conducted, consisting of parents, physical education teachers, teachers of other subjects, and children aged between 12 and 16 years. The results indicated that adolescents are four times more likely to be physically inactive if their parents have never exercised (odds ratio [OR] = 4.065, and = 3.487, for the fathers and mothers, respectively, p < 0.05). When parents grant "some" or "much" importance to physical-sport practice, adolescents are less likely to be physically inactive (OR = 0.185 and 0.118 respectively, p < 0.01). No significant correlation was found between adolescents' physical-sport activity and parents' educational level. However, young people reproach their parents because they emphasize academic goals more than physical-sport practice-an observation that teachers also confirm. Young people perceive their parents as being the education agents with the greatest influence over their inactive lifestyles. Many parents are unaware of their influence and, therefore, do not take responsibility, declaring that the teachers' influence is greater
Eva Sanz-Arazuri; Ana Ponce-de-León-Elizondo; María Ángeles Valdemoros-San-Emeterio
This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches…
Kek, Megan; Huijser, Henk
Full Text Available Se intenta mostrar un panorama actual de la fuerza de trabajo de los bibliotecarios. La exposición se orienta dentro de la óptica de un mercado en mutación, con el presupuesto de que, en el futuro, trabajo y tarea tomarán formas nuevas, influidos por la globalización y por las fuerzas que actúan en la sociedad de la información. Además, se proporcionan algunos resultados respecto del mercado laboral de los bibliotecarios en Brasil.It is intended to show a current view of the librarian's labour market. The discussion is guided by the view of the changing labour market and a presumption that in the future, work and job will take new forms, influenced by the globalization and the forces that act in the information society. Additionally, some results of the research on the librarian market in Brazil are shown (Brasilia, Santa Catarina and Espírito Santo).
Sofia Galvão Baptista; Suzana Pinheiro Machado Mueller
Full Text Available One of the most conspicous results of the rapid development of technology in information world is the increasing need for information specialists who can use the advantages of globallization. Librarians dialing with the telecominication and computer, networks effectively can facilitate information retrieval by reaching subject specialists, project teams and colleagues from their community. Librarians can also play active role directing technological changes. Among diverse missions of librarians are, cooperating with other libraries, sharing recources and turning researchers in to good information consumers. We live in a society that hardly went through the faces other information societies experienced. This is why it is extremely important for librarians to be consicious of their duty, to develope their knowledge and skils. Only then we can keep up with the technological information revulation. Enformasyon dünyas?nda teknolojinin h?zla ilerlemesi, insan kayna??n?n önemini azaltmam??, aksine küreselle?menin avantajlar?n? kullanabilen kütüphaneci ve enformasyon uzmanlar?na olan gereksinimi art?rm??t?r. Uz ileti?im ve bilgisayar a?lar?n? yetkinlikle kullanan kütüphaneciler, meslekta?lar? yan?nda, konu uzmanlar?na ve proje ekiplerinin elemanlar?na da ula?arak bilgi eri?iminin s?n?rlar?n? geni?letebilirler. Kütüphaneci teknolojik geli?imleri yönlendirme rolünü üstlenmeli, i?birli?i ve kaynak payla??m?na öncelik tan?mal?d?r. Ara?t?rmac?y? iyi bir bilgi tüketicisi yapma görevi de kütüphaneciye ait olmal?d?r. Türkiye bilgi toplumu a?amas?na gelen ülkelerin geçirdi?i evreleri ya?ayamayan bir ülkedir. Kütüphaneciler teknoloji ve enformasyon devrimine ayak uydurmak için görevlerinin bilincine varmal?, bilgi ve yeteneklerini geli?tirmeye çal??mal?d?rlar.
The questions addressed in this research reflect the concerns and problems of Library and Information Science (LIS) professionals as they recruit librarians who have scientific or technical backgrounds. Presented as a panel discussion at the 2001 Special Libraries Association (SLA) Annual Conference, the study investigated why scientists and engineers choose to go into library and information science and how we, as a profession, can identify and encourage these newcomers.
Hallmark, Julie; Lembo, Mary Frances
Full Text Available Abstract in spanish La especialización de bibliotecario de sistemas es relativamente nueva; especialmente en América Latina, donde no existe formalmente dicha especialización, aunque la tarea y rol que ejerce el bibliotecario de sistemas ha sido y es en la actualidad realizada por distintas personas dentro y fuera de la biblioteca. El presente trabajo brinda una introducción sobre qué es el bibliotecario de sistemas, su historia, y las habilidades, cualidades y actitudes que se requiere (more) n para desempeñar la función con éxito. Se describe, además, el rol, los conocimientos técnicos necesarios y las responsabilidades inherentes a esta especialización. Finalmente, se establecen las distintas posibilidades de educación formal e informal y la necesidad de una doble formación, por un lado, bibliotecológica y, por el otro, informática. Debido al constante avance de las nuevas tecnologías, los bibliotecarios de sistemas tienen nuevas oportunidades y nuevos horizontes, razón por la cual podemos afirmar que estamos en presencia de una especialización con futuro. Abstract in english The specialization of systems librarian is relatively new, especially in Latin America, where such expertise does not exist formally, but the task and the role of a systems librarian has been and is currently done by different people within and outside the library. This paper provides an introduction to systems librarians, its history, and the skills, qualities, and attitudes that are required to perform the task successfully. It also describes the role, skills required a (more) nd the responsibilities inherent in this specialization. Finally, the possibilities of formal and informal education and the need for dual training, librarianship and computer science, are established. Due to the steady advance of new technologies, systems librarians have new opportunities and new horizons, which is why we can say that this is a specialization with a future.
Martín, Sandra Gisela
Full Text Available Purpose: The article presents the importance of education and training of librarians to serve users with special needs as perceived by students of library and information science (LIS) and by students and graduates with special needs in the role of library users.Methodology/approach: Surveys amongst the 3rd year students of Librarianship and Information Science (bachelor’s degree) at the Faculty of Arts (University of Ljubljana) as well as half structured interviews with 12 students and graduates with special needs as library users have been conducted. The acquired data were then analyzed and compared.Results: The results show a high level of motivation of LIS students for working with users with special needs as well as the desire for additional education and training.Comparisons of data indicate differences in understanding users with special needs,thus confirming the need for further education and training of librarians.Research limitation: Small sample size and inability to generalize the findings.Originality/practical implications: The first study in Slovenia dealing with the significance of education and training of librarians to work with users with special needs.
Adrijana Biba Starman; Primož Južni?; Drago Žagar
Full Text Available El presente estudio es una investigación descriptiva que pretende conocer las tareas que realizan los bibliotecarios en las bibliotecas universitarias argentinas, abordando el tema desde la perspectiva de las competencias laborales y el actual perfil del bibliotecario universitario. Mediante la utilización de un cuestionario enviado a las direcciones de e-mail de bibliotecas universitarias argentinas se compilaron datos sobre las tareas que realizan los bibliotecarios en esas instituciones. A través de este proceso también se compilaron datos relacionados con las tareas de comunicación vía e-mail por parte de las bibliotecas universitarias argentinas.The present study is a descriptive investigation that intends to know the tasks performed by librarians in Argentinian university libraries, focusing the topic from the viewpoint of labour competence and the present university librarian profile. Through the use of a questionnaire e-mailled to the Argentinian university libraries, data was compiled about the tasks performed by the librarians in those institutions. Data related to the e-mail communication made by university libraries were also compiled during this research study.
Werner Agazzi; Natalia Tchouldjian
Academic mentorship is a professional development strategy that enables fledgling professionals to take advantage of the skills and expertise of the senior members for professional growth. Although widely practiced in many other professions, academic mentorship has not been widely reported in medical librarianship. Drawing upon personal experience, the author reports the success story of an academic mentorship program implemented in an academic medical library and argues for academic mentorship to be widely adopted in academic medical libraries. This paper first reviews the literature on the concept of mentoring in an academic setting, and then describes the background, rationale, methods, and results of the mentorship programs the author has experienced. Lastly, based upon an analysis of several surveys and studies on coping skills for quality job performance of health sciences reference librarians, the paper discusses mentorship as one effective means to ease a new medical reference librarian's transition from his/her pre-service experience to the professional world of medical librarianship. It calls on other health sciences librarians to consider developing their own mentorship programs to promote their professional development and personal growth. PMID:11398541
This critical review considers current issues of research capacity development in UK health care and the role of health librarianship in this context, placing particular focus on the use of research networks. There is a growing literature base recognising the need for librarians to engage more with research. The concepts of evidence-based health librarianship and clinical librarianship are discussed in the context of research and examples of existing good practice are reviewed. It is suggested that librarians should build on this through better consideration of evidence based methodologies, hierarchies of evidence, improvement of research skills, and a collective endeavour to identify research priorities. The importance research capacity is being given in the Department of Health R&D strategy and the use of networks in achieving this is discussed, and it is suggested that the utilisation of networks and collaboration should be undertaken and explored in more depth in developing research capacity in health librarianship. Areas where librarians currently engage with research and use networks and collaborative practices to contribute to the research base are reviewed. A co-ordinated approach to developing research capacity is called for and it is argued that the use of networks would be beneficial in assisting the process.
Rossall H; Boyes C; Montacute K; Doherty P
This critical review considers current issues of research capacity development in UK health care and the role of health librarianship in this context, placing particular focus on the use of research networks. There is a growing literature base recognising the need for librarians to engage more with research. The concepts of evidence-based health librarianship and clinical librarianship are discussed in the context of research and examples of existing good practice are reviewed. It is suggested that librarians should build on this through better consideration of evidence based methodologies, hierarchies of evidence, improvement of research skills, and a collective endeavour to identify research priorities. The importance research capacity is being given in the Department of Health R&D strategy and the use of networks in achieving this is discussed, and it is suggested that the utilisation of networks and collaboration should be undertaken and explored in more depth in developing research capacity in health librarianship. Areas where librarians currently engage with research and use networks and collaborative practices to contribute to the research base are reviewed. A co-ordinated approach to developing research capacity is called for and it is argued that the use of networks would be beneficial in assisting the process. PMID:18796077
Rossall, Hannah; Boyes, Chris; Montacute, Kim; Doherty, Patrick
Findings are presented on a U.K. study of 41 gay father families, 40 lesbian mother families, and 49 heterosexual parent families with an adopted child aged 3-9 years. Standardized interview and observational and questionnaire measures of parental well-being, quality of parent-child relationships, child adjustment, and child sex-typed behavior were administered to parents, children, and teachers. The findings indicated more positive parental well-being and parenting in gay father families compared to heterosexual parent families. Child externalizing problems were greater among children in heterosexual families. Family process variables, particularly parenting stress, rather than family type were found to be predictive of child externalizing problems. The findings contribute to theoretical understanding of the role of parental gender and parental sexual orientation in child development.
Golombok S; Mellish L; Jennings S; Casey P; Tasker F; Lamb ME
Full Text Available The parent (as the primary educator) as well as the teacher (as the secondary' educator) functions from independent societal units in their respective roles o f educating the educand The teacher as an in loco parents person has the right on the one hand to maintain order by means of school rules and the punishment o f transgressors and on the other hand has a duty to care for the safety o f the educands. The parent and the teacher share a common goal: the maturing and the development o f the educand. Whilst the nature o f this parent-teacher co-operation is defined as a partnership, it is - taking the technical essentials o f a partnership into account - more o f a voluntary association. This generates the question whether the whole system o f parEnt-teacher co-operation should not be reorganised on the basis o f a true partnership.
I. J. Oosthuizen
This study examines the efficacy of "ParentCorps" among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. "ParentCorps" includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health professionals.…
Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva
A community sample of 262 European American mothers of firstborn 20-month-olds completed a personality inventory and measures of parenting cognitions (knowledge, self-perceptions, and reports about behavior) and was observed in interaction with their children from which measures of parenting practices (language, sensitivity, affection, and play) were independently coded. Factor analyses of the personality inventory replicated extraction of the 5-factor model of personality (Openness, Neuroticism, Extraversion, Agreeableness, and Conscientiousness). When controlling for sociodemographic characteristics, the 5 personality factors qua variables and in patterns qua clusters related differently to diverse parenting cognitions and practices, supporting the multidimensional, modular, and specific nature of parenting. Maternal personality in the normal range, a theoretically important but empirically neglected factor in everyday parenting, has meaning in studies of parenting, child development, and family process.
Bornstein MH; Hahn CS; Haynes OM
Full Text Available Background: The problem of obesity in children and adults has been widely recognised and described in the literature . There are several challenges leading to an augmentation of the problem. Firstly, the aetiology of overweight and obesity is not clear. Secondly, the long term effectiveness of prevention programmes is low. Only in some groups and for a short period of time an effect may be visible . Thirdly, little is known about what children should learn when . A proper concept of educating children in regard to healthy eating or physical activity does not exist. As far as we know an essential pre-requisite for health education programmes is that they are lifestyleoriented and easily transferable into daily family life . For this, working together with the parents would be essential. The main goal of this article will be 1) to get a better understanding of what parents and nurses/ teachers want 2) to strengthen the point that this method is one way to involve the target groups and thus it is likely to increase the acceptance of health education programmes 3) to describe that focus group discussions are a useful tool to identify the opinions of the target group.Methods: In the frame of three projects, focus groups with nurses/ teachers and parents have been carried out.Results and Conclusions: Results from different focus group discussions with pedagogues and parents will be discussed and conclusions for health education programmes relevant to all key players involved will be identified.
Holger Hassel; Katharina M Keimer
Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills--Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains. Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making.
A main goal in Denmark is to encourage parents to take responsibility for their child’s schooling. With parents considered as a cornerstone in their child’s successful school achievements, focus on the partnership between school and home has increased. The partnership between first and second generation (im)migrant parents and the school has proved particularly difficult. According to school teachers, cultural differences, socio-economic problems combined with (im)migrants’ uncertainty and feelings of powerlessness as to the upbringing of their child/children in a new cultural setting constitute major obstacles. The role and the responsibility of the school teachers are therefore to assist the parents in enabling their child to balance between different values and norms within the Danish society, the family and the school. While the perspectives of the professionals are well-known, (im)migrants’ perspectives are not well researched and understood. Based on theories from social and cultural psychology and drawing on my research on (im)migrant parents’ experience with the Danish school system, this paper discusses these parents’ views on the parenting culture promoted by the Danish state and the school system. Focus is on the following issues: Which expectations to parents and school teachers are created through the school/home partnership? Do (im)migrant parents agree/disagree with the views of the professionals? How do parents and school teachers regard their tasks and which dilemmas do they see? Are prevailing discourses on parental roles as well as the increasing reliance on (Danish) scientific discourses in child-rearing acceptable? The ultimate aim of my research is to provide new insights into how the new parenting culture affects (im)migrant parents' views and behaviors as well as school/parents relations.
Viala, Eva Silberschmidt
Full Text Available While upbringing, protecting, nurturing and nourishing the child, parents need to perform various activities. They need to fulfil the demands, duties and responsibilities of the role. There are social, religious and cultural expectations from their roles as parents. Expectations from parents' roles are shaped by society, region, economic conditions, political systems etc. The expectations are with reference to love, care, protection of the child from danger, including emotional dangers etc. Expectations are with regards to providing education, encouragement, appreciation, opportunities for development. Values and morals are expected to develop. Parents are expected to discipline the child and fulfil the needs of the child.
Full Text Available Children who have been programmed by one parent to be alienated from the other parent are commonly seen in the context of child-custody disputes. Its primary manifestation is the child’s campaign of denigration against a parent, a campaign that has no justification. It is said to result from a combination of a programming (brainwashing) parent’s indoctrinations and the child’s own contributions to the vilification of the targeted parent. Many evaluators use the term parental alienation syndrome to refer to the disorder engendered in such children. However, there is significant controversy going on about the validity of parental alienation syndrome. The purpose of this article has been to describe and help to differentiate parental alienation syndrome and abuse for mental health professionals working in the field, and discuss the arguments about the validity of this syndrome.
Full Text Available To most effectively meet the needs of young primary-grade children for whom English is not the home language, teachers must come to understand each child's family culture, how the family transmits that culture to the child, and cultural and familial expectations for the child behaviorally and academically. The best source for this information is the parents themselves. The primary goal of this study was to examine the nature of the relationship between American teachers and Korean parents, particularly in terms of effectiveness of communication and cultural sensitivity in exchanging information. Much was learned from extensive interviews with four teachers and five Korean mothers about their perceptions and concerns, best methods of communicating, and expectations about the roles of teachers and parents. From what was learned, suggestions were made to facilitate relationships between American teachers and Korean parents as well as parents and teachers of other non-native English-speaking children.
Heayoung Yang; Mary Benson McMullen
OBJECTIVES: The purpose of this study is to assess the usefulness of five full-text drug databases as evaluated by medical librarians, pharmacy faculty, and pharmacy students at an academic health center. Study findings and recommendations are offered as guidance to librarians responsible for purchasing decisions. METHODS: Four pharmacy students, four pharmacy faculty members, and four medical librarians answered ten drug information questions using the databases AHFS Drug Information (STAT!Ref); DRUGDEX (Micromedex); eFacts (Drug Facts and Comparisons); Lexi-Drugs Online (Lexi-Comp); and the PDR Electronic Library (Micromedex). Participants noted whether each database contained answers to the questions and evaluated each database on ease of navigation, screen readability, overall satisfaction, and product recommendation. RESULTS: While each study group found that DRUGDEX provided the most direct answers to the ten questions, faculty members gave Lexi-Drugs the highest overall rating. Students favored eFacts. The faculty and students found the PDR least useful. Librarians ranked DRUGDEX the highest and AHFS the lowest. The comments of pharmacy faculty and students show that these groups preferred concise, easy-to-use sources; librarians focused on the comprehensiveness, layout, and supporting references of the databases. CONCLUSION: This study demonstrates the importance of consulting with primary clientele before purchasing databases. Although there are many online drug databases to consider, present findings offer strong support for eFacts, Lexi-Drugs, and DRUGDEX.
Kupferberg N; Jones Hartel L
A community sample of 262 European American mothers of firstborn 20-month-olds completed a personality inventory and measures of parenting cognitions (knowledge, self-perceptions, and reports about behavior) and was observed in interaction with their children from which measures of parenting practices (language, sensitivity, affection, and play)…
Bornstein, Marc H.; Hahn, Chun-Shin; Haynes, O. Maurice
Academic Librarians Would Benefit from Instruction on Conducting Research. A Review of: Kennedy, M. R., & Brancolini, K. R. (2012). Academic librarian research: A survey of attitudes, involvement, and perceived capabilities. College & Research Libraries, 73(5), 431-448.
Full Text Available Objectives – To survey and ascertain the level of confidence academic librarians demonstrate with regard to performing and consuming research, as well as to gather information in order to plan a curriculum that would offer professional continuing education programming for librarians interested in enhancing their research skills.Design – Web-based survey of academic librarians on their level of confidence with regard to performing and consuming research.Setting – Various email lists with academic librarians as subscribers.Subjects – 918 self-selected academic librarians who subscribe to email lists.Methods – The authors chose to gather a convenience sample of academic librarians by sending a survey via various email lists. A link to an informed consent notice was sent via the request for participation and then linked to the survey. The survey consisted of 19 questions and gathered information regarding four areas: current research practices, self-evaluation of confidence in research practice, research courses in which the participants participated either during their library and information studies (LIS) programs or through other means, and demographic information and information related to support provided by the librarians’ home institutions. The authors adapted their survey from other previously published surveys, and it was pre-tested for its effectiveness and reviewed by the Institutional Review Board. Question 10 included a confidence scale from 1-5 with 1 being “Not at All Confident” and 5 being “Very Confident.” The confidence scale was used to capture respondents’ self-perceptions of their research design expertise. Various