Book Review     

Moira Boyle 《International Journal of Disability, Development & Education》2009,56(1):97-98

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Right choices at the right time. University Commentary     

Edward Boyle 《Higher Education Quarterly》1971,25(2):122-127

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Customizing for clients: developing a library liaison program from need to plan   总被引：2，自引：0，他引：2  

Tennant MR  Butson LC  Rezeau ME  Tucker PJ  Boyle ME  Clayton G 《Bulletin of the Medical Library Association》2001,89(1):8-20

Building on the experiences of librarian representatives to curriculum committees in the colleges of dentistry, medicine, and nursing, the Health Science Center Libraries (HSCL) Strategic Plan recommended the formation of a Library Liaison Work Group to create a formal Library Liaison Program to serve the six Health Science Center (HSC) colleges and several affiliated centers and institutes. The work group's charge was to define the purpose and scope of the program, identify models of best practice, and recommend activities for liaisons. The work group gathered background information, performed an environmental scan, and developed a philosophy statement, a program of liaison activities focusing on seven primary areas, and a forum for liaison communication. Hallmarks of the plan included intensive subject specialization (beyond collection development), extensive communication with users, and personal information services. Specialization was expected to promote competence, communication, confidence, comfort, and customization. Development of the program required close coordination with other strategic plan implementation teams, including teams for collection development, education, and marketing. This paper discusses the HSCL's planning process and the resulting Library Liaison Program. Although focusing on an academic health center, the planning process and liaison model may be applied to any library serving diverse, subject-specific user populations.  相似文献   

Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context     

April Luehmann  Yang Zhang  Heather Boyle  Eve Tulbert  Gena Merliss  Kyle Sullivan 《科学教学研究杂志》2024,61(2):319-357

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.  相似文献   

Portfolios: Purposes and possibilities     

Janet E. Boyle 《Assessment Update》1994,6(5):10-11

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Reframing transitions to school as continuity practices: the role of practice architectures     

Tess Boyle  Anne Petriwskyj  Susan Grieshaber 《The Australian Educational Researcher》2018,45(4):419-434

This paper makes a case for conceptualising transitions from the before school sector to the compulsory years of schooling as continuity practices. It begins by presenting an overview and critique of constructions of transitions to school that contribute to contemporary discourses and agendas (e.g. the conflation of transitions and readiness). Then recent international trends in understanding transitions as continuity are analysed and synthesised into three broad categories: structural, developmental and contextual continuities. These categories are subsequently used to develop a conceptual model for reframing transitions. The model is then used to first, examine a snapshot of familiar Australian transitions practices; second, highlight the interdependence of the practices and the sites in which they are enacted; and third, support the argument to reframe transitions as continuity practices. Finally, contributions the paper makes to transitions to school theory, research and practice are explicated.  相似文献   

Testing in the Professions     

Andrew Boyle 《Assessment in Education: Principles, Policy & Practice》2019,26(6):721-725

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Exploring metacognitive strategy use during note-taking for students with learning disabilities     

Joseph R. Boyle  Sonia M. Rosen  Gina Forchelli 《Education 3-13》2016,44(2):161-180

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD.  相似文献   

Accuracy of Measurement in the Context of Mathematics National Curriculum Tests in England for Ethnic Minority Pupils and Pupils Who Speak English as an Additional Language   总被引：1，自引：0，他引：1  

Iasonas Lamprianou  Bill Boyle 《Journal of Educational Measurement》2004,41(3):239-259

Research has suggested that inappropriate or misfitting response patterns may have detrimental effects on the quality and validity of measurement. It has been suggested that factors like language and ethnic background are related to the generation of misfitting response patterns, but the empirical research on this is rather poor. This research analyzes data from three testing cycles of the National Curriculum tests in mathematics in England using the Rasch model. It was found that pupils having English as an additional language and pupils belonging to ethnic minorities are significantly more likely to generate aberrant response patterns. However, within the groups of pupils belonging to ethnic minorities, those who speak English as an additional language are not significantly more likely to generate misfitting response patterns. This may indicate that the ethnic background effect is more significant than the effect of the first language spoken. The results suggest that pupils having English as an additional language and pupils belonging to ethnic minorities are mismeasured significantly more than the remainder of pupils by taking the mathematics National Curriculum tests. More research is needed to generalize the results to other subjects and contexts.  相似文献   

‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university     

Linda Dunne  Virginia Kay  Rachel Boyle  Felix Obadan  Vini Lander 《师资教育杂志》2018,44(2):162-174

This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity.  相似文献