Clinical Partnership at a Distance: A Design That Transforms Teaching and Leadership     

Alyson Adams  Dorene D. Ross 《Peabody Journal of Education》2014,89(4):533-546

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Past to Future: Creating a Lifelong Career in Sexuality Education—a Panel from the 2017 National Sexuality Education Conference     

Michael J. McGee  Debra Haffner  Mary Jo Podgurski  Pamela Wilson 《American journal of sexuality education》2019,14(2):203-211

How do professionals in the field of sexuality education build a lasting career? Ever-changing policies from one administration to the next can add or eliminate funding for programs, shift the focus between science and ideology, and swing public support for or against effective curricula. At the 2017 National Sex Ed Conference, four experienced educators offered insights for creating meaningful work and sustaining it. Rev. Dr. Debra Haffner, Michael McGee, PhD, Mary Jo Podgurski, EdD, and Pam Wilson, MSW discussed their histories in the field, and offered advice to participants on how to keep engaged in the work as times change.  相似文献   

The Open Geoportal Federation     

Patrick Florance  Marc McGee  Christopher Barnett  Stephen McDonald 《Journal of Map & Geography Libraries》2015,11(3):376-394

In this article, we provide an overview of both the social and technical composition of the Open Geoportal (OGP) Federation: an open source, collaborative framework designed to support the various components of spatial data infrastructure and geospatial data repositories. The social components include best-practices, governance models, and working groups, as wells as the OGP wiki, blogs, elists, summits, and virtual meetings. The technical components include the Open Geoportal, Open Geoportal Harvester, and Open Geoportal Metadata Toolkit. We also include benefits and business drivers to adopting this new interoperable, collaborative model.  相似文献   

IMPACT OF EXPLICIT PRESENTATION OF SLOPES IN THREE DIMENSIONS ON STUDENTS’ UNDERSTANDING OF DERIVATIVES IN MULTIVARIABLE CALCULUS     

Daniel Lee McGee  Deborah Moore-Russo 《International Journal of Science and Mathematics Education》2015,13(2):357-384

In two dimensions (2D), representations associated with slopes are seen in numerous forms before representations associated with derivatives are presented. These include the slope between two points and the constant slope of a linear function of a single variable. In almost all multivariable calculus textbooks, however, the first discussion of slopes in three dimensions (3D) is seen with the introduction of partial derivatives. The nature of the discussions indicates that authors seem to assume that students are able to naturally extend the concept of a 2D slope to 3D and correspondingly it is not necessary to explicitly present slopes in 3D. This article presents results comparing students that do not explicitly discuss slopes in 3D with students that explicitly discuss slopes in 3D as a precursor to discussing derivatives in 3D. The results indicate that students may, in fact, have significant difficulty extending the concept of a 2D slope to a 3D slope. And that the explicit presentation of slopes in 3D as a precursor to the presentation of derivatives in 3D may significantly improve student comprehension of topics of differentiation in multivariable calculus.  相似文献   

REFERENCE WORK     

McGee MV 《Bulletin of the Medical Library Association》1934,22(3):157-160

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Benchmarking administration: University s experience in student an Australian     

Clare McGee  Graeme Chandler 《Perspectives: Policy and Practice in Higher Education》2013,17(2):38-44

The article explores the role of the Registrar (Chief Operating Officer) in a university, and the ways in which we value the contributions of professional, managerial and administrative (PMA) staff. It assesses the conditions in which PMA staff work and describes the professional development opportunities they enjoy. The article goes on to analyse some of the challenges which PMA staff face, and ends by detailing fifteen recommendations for action. It concludes that valuing PMA staff is a complex, multi-dimensional and dynamic issue, but one which universities can ill afford to neglect.  相似文献   

Looking for the library: Using an undergraduate business syllabi analysis to inform an instruction program     

Jennifer Wilhelm  Alyson Vaaler 《Journal of Business & Finance Librarianship》2013,18(3-4):225-236

This study analyzed 260 syllabi representing a year of the undergraduate curriculum from a business school. The syllabi were examined based on the mentions of the library from across three categories: spaces, resources, and services, as well as possible opportunities for engagement that librarians could target for collaboration. In this study, the library was mentioned 79 times, mostly in relation to library resources. There were also 479 opportunities for engagement coded. This study found that the majority of undergraduate syllabi do not mention the library, but that there are considerable opportunities that librarians can target for future engagement.  相似文献   

“Do you see what I see?” Reading a different classroom scene     

Jo‐Anne Reid  Barbara Kamler  Alyson Simpson  Rod Maclean 《International journal of qualitative studies in education》2013,26(1):87-108

This paper examines the problem of representing a research site in poststructuralist terms, suggesting that “data” often taken for granted cannot be read to represent “reality” or “truth.” The representation of classroom life produced for analysis is both multifaceted and contradictory. The researcher's positioning within the major discourses governing educational practice may have as much influence on what is seen in the classroom as does the researcher's physical positioning within material reality. Rather than being seen as an impediment to ongoing educational research for change, the findings presented offer a challenge to researchers to make explicit their underlying interests and agendas.  相似文献   

The digital reading path: researching modes and multidirectionality with iPads     

Alyson Simpson  Maureen Walsh  Jennifer Rowsell 《Literacy》2013,47(3):123-130

This paper reports a study that examines the integration of tablet technologies such as iPads into literacy lessons to investigate how reading and meaning‐making occur within this digital medium. Specifically in this paper, we discuss the concept of reading paths as applied to physical and cognitive planes of meaning‐making. The paper reports on data collected as part of a Social Sciences and Humanities Research Council (SSHRC) funded project involving researchers from Canada, the United States and Australia. The study is currently under way in schools in the three different countries where the researchers are observing students in classrooms in primary and secondary schools. The research is designed with a mixed methods approach coding video footage of dyads to enable close study of their interaction during literacy tasks incorporating iPads. Our findings show that the affordances of touch technology allow for multimodal, multidirectional reading paths. By tracking students' interactions with the digital platform through touch, it is possible to see navigation as evidence of the relationship between material and cognitive processes, which fosters metatextual awareness. These aspects of modes and new literacies construct a dynamic materiality for students' reading and writing. As a result, we propose that current awareness of the mode of gesture needs to be expanded to take into account haptic ways of learning.  相似文献   

NASA Education: Using Inquiry in the Classroom So that Students See Learning in a Whole New Light   总被引：1，自引：0，他引：1  

Adena?Williams?Loston  Peggy?L.?SteffenEmail author  Steven?McGee 《Journal of Science Education and Technology》2005,14(2):147-156

This article addresses how NASA uses inquiry in the classroom so that students can see learning in a whole new light. The goal is to increase scientific literacy among Americans and to entice a greater number of students to pursue careers in science, technology, engineering and mathematics. Although NASA offers a diverse array of programs that incorporate inquiry learning through a well-established distribution network, this article examines two programs: the Virtual Design Center (VDC), created by the Classroom of the Future^TM, and the NASA Explorer Schools program, one of four pathfinder initiatives that the Agency launched to inspire the next generation of space explorers.  相似文献