“Trust Me,I’m a Sub-editor”     

Astrid Vandendaele 《Journalism Practice》2018,12(3):268-289

In this paper, I focus on one particular player in the newspaper production process, i.e. the sub-editor. I analysed the sub-editing process through participant observation in newsrooms in the United Kingdom, Belgium and the Netherlands. Looking at both the sub-editors at work (think-aloud protocol) as well as the articles in various stages of production, and informed by (retrospective) interviews, I have compiled a list of six of the sub-editor’s “production values”. These values guide sub-editors whenever they intervene, and help them to transform a news story into an appealing, correct and credible newspaper article. I took the lead from Östgaard’s “factors influencing the flow of news”, but also from Galtung and Ruge’s “news values” which help reporters to determine which “events” are transitioned into “news”. In doing so, I go beyond the limitations of previous research, in which the types of interventions carried out in the sub-editing stage of newswriting were categorised. By identifying the guidelines driving the alterations made by the sub-editor, I aim to move one step closer towards uncovering the intricacies of the sub-editing process. Moreover, I demonstrate how “the rewrite men” add journalistic value to their newspapers, as perhaps their brand’s strongest ambassadors.  相似文献   

Choosing Academic Librarianship: An Examination of Characteristics and Selection Criteria     

Astrid Oliver  Eric Prosser 《The Journal of Academic Librarianship》2017,43(6):526-531

Studies exploring librarians' backgrounds and motivations frequently focus on all librarian-types or on students seeking a degree in librarianship. Investigating particular subsets of librarians is a field ripe for study. Here, we employed a survey of 1872 academic librarians who obtained a graduate degree in librarianship to examine their undergraduate education and their general career paths leading them to academic librarianship. The study found that over two-thirds of respondents sought a librarianship degree more than one year after obtaining their undergraduate degree. A large majority spent time in the workforce before seeking a librarianship degree, with exposure to work in a library or contact with a librarian remaining a major influence on the decision to enter the field.  相似文献   

Considering FERPA requirements for library patron databases within a consortial environment     

Astrid Oliver  Eric Prosser  Lloyd Chittenden 《Journal Of Access Services》2016,13(1):35-41

This case study examines patron record privacy and the Family Educational Rights and Privacy Act (FERPA) within a consortial environment. FERPA requirements were examined, as well as college and library policy and procedure. It was determined that information in library patron records is directory information and, under most circumstances, does not need FERPA protections. However, the needs of the confidential student, who requests confidentiality of all information, including directory information, were identified as not having been addressed. Reed Library adjusted policy and procedures to meet the needs of the confidential student and fulfill FERPA requirements.  相似文献   

Living while being alive: education and learning in the Treatment Action Campaign     

Kristin Endresen  Astrid von Kotze 《International Journal of Lifelong Education》2013,32(5):431-441

This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV‐positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists develop a critical understanding of the underlying causes of their ill health and its link to economic poverty and global politics. The paper concludes by suggesting that adult educators can assume direct responsibility for poverty reduction by working in and with social movements.  相似文献   

Collaborative learning processes in the context of a public health professional development program: a case study     

Marie-Claude Tremblay  Lucie Richard  Astrid Brousselle  François Chiocchio  Nicole Beaudet 《Studies in Continuing Education》2017,39(1):87-106

The health promotion laboratory (HPL – Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of implementation. Based on a multiple case study design involving observations, interviews, and documentary sources, the study: (1) describes the learning process by which each team built a common understanding of the problem at hand and developed an intervention to address it; (2) identifies factors that facilitated or hindered these processes; and (3) proposes a cross-case explanation of the collaborative learning process in the HPL. The results demonstrate that the two teams learned by expanding their repertoire of actions, albeit experiencing different processes. Results point to the central role of shared mental models and key influencing factors, such as commitment and participation (team cohesion), team climate (psychological safety), and leadership style. Unlike previous studies on team learning that concentrated on existing teams in organisations, the current research studied purposely created teams working at transforming their practices and showed that they can successfully learn if specific conditions are achieved.  相似文献   

The effect of immigrant concentration in schools on native and immigrant children's reading and math skills     

Peter Jensen  Astrid Würtz Rasmussen 《Economics of Education Review》2011,30(6):1503-1515

Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with attending a school with a high immigrant concentration are fairly robust across estimation methods. IV estimates, taking into consideration that parental sorting across neighborhoods might bias the OLS estimates, indicate that immigrant concentration in schools is still important in determining children's math test scores. The estimates are less precise regarding the effect of immigrant concentration on reading test scores. The immigrant concentration in the school has a stronger effect for native children than for immigrant children, but the differences are more pronounced for the math test.  相似文献   

Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway     

Therese N. Hopfenbeck  María Teresa Flórez Petour  Astrid Tolo 《Assessment in Education: Principles, Policy & Practice》2015,22(1):44-60

This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust.  相似文献   

Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science     

Astrid T. Sinnes  Marianne Løken 《Cultural Studies of Science Education》2014,9(2):343-364

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical “female” and “male” interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls’ and boys’ interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.  相似文献   

Fitness,Fun and Friends through Participation in Preferred Physical Activities: Achievable for Children with Disabilities?     

Astrid Nyquist  Thomas Moser  Reidun Jahnsen 《International Journal of Disability, Development & Education》2016,63(3):334-356

This study investigates the preferences for actual participation in and enjoyment of physical out-of-school activities in children with physical disabilities, including what particular activities they are actually participating in, how often, with whom, where, and how enjoyable they find these activities. The data are based on structured interviews with 149 children (67 girls (45%) and 82 boys (55%) from 6 to 17 years) who were attending three weeks of intensive rehabilitation at Beitostølen Healthsports Centre in Norway. The Children’s Assessment of Participation and Enjoyment and Preferences for Activities of Children scales were administered at the start of their rehabilitation stays. The study reveals a quite high level of participation in physical activity and a high degree of enjoyment in participating, but the children want to be even more active than they already are. They have clear preferences for activities, and these activities are to a large extent consistent with what they actually do during their leisure time. The children are most frequently active with family members, but they would prefer to be more active with peers. A prerequisite would therefore be to acquire better basic skills and competencies in a few chosen activities rather than having some experiences in a broad range of different activities. There are more similarities than differences between boys and girls and between age groups on the parameters investigated in this study.  相似文献   

Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds     

Jan-Willem Strijbos  Astrid Wichmann 《European Journal of Psychology of Education - EJPE》2018,33(1):1-9

Over the past two decades, formative peer assessment has become a popular instructional approach. Initially, it was more readily applied in higher education but has since expanded to other educational levels, including primary and secondary education. The popularity is understandable given the increased amount of feedback by multiple peers and enhanced awareness of performance criteria. Although it is increasingly acknowledged by the research community that formative peer assessment is inherently a social endeavour, the collaborative nature is simultaneously the least-explored mechanism. The contributions in this special issue address this gap conceptualising peer assessment and peer feedback as both an individual and a collaborative learning practice. Furthermore, we highlight core learning conditions: learner characteristics, domain and task characteristics, and, finally, instructional scaffolds.  相似文献