Approaches to the storage of low use and last copy research materials     

Steve O'Connor  Cathie Jilovsky 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):121-126

This paper draws together the issues regarding the retention of print collections for academic libraries in a digital environment. The discussion focuses on a fundamental mission of academic libraries – ensuring ongoing access to older research material; leaving the discussion of the other key mission, providing current and relevant publications, to be discussed in other forums.The paper incorporates a review of approaches from the literature and from the authors' own experiences. Issues discussed include selecting material, development and management of print repositories, pros and cons of institutional or cooperative facilities and economic aspects. Although the focus is international particular references are made to the Australian experience.The authors suggest that a network of national, and ideally international, print repositories will provide the most reliable and cost-effective solution.  相似文献   

Beyond Framing   总被引：1，自引：0，他引：1  

T. J. Thomson  Keith Greenwood 《Journalism Practice》2017,11(5):625-644

Visual news media's framing has been well studied; however, production factors and cultural conditions involved in photographer–subject interactions have attracted less scholarly attention although they are no less influential in determining the depiction. Guided by social constructionism theory, in-depth interviews with staff photojournalists at a daily community newspaper in the Midwest and an analysis of their work revealed 22 variables that impact how and why images look the way they do. Photojournalists have complete control of only two of these variables, share partial control of 13, but have no control over the remaining seven. The photographers also shared insights into how to improve their journalism's verisimilitude when dealing with reactive subjects. The results support concepts of social constructionism that the subjects of photographs are most comfortable with photographers who share similar characteristics, but that some characteristics can have greater influence. The results also highlight areas where photographers might focus in pursuit of authenticity in journalistic photographs.  相似文献   

Disciplinary regimes of ‘care’ and complementary alternative education     

Pat Thomson  Jodie Pennacchia 《Critical Studies in Education》2016,57(1):84-99

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.  相似文献   

The health and wellbeing of international students at an Australian university     

Doreen Anne Rosenthal  Jean Russell  Garry Thomson 《Higher Education》2008,55(1):51-67

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant impact on students' wellbeing. This study has revealed that few international students find the experience of studying in an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to, and use of, available counselling and health services.

Doreen Anne RosenthalEmail:

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A psycholinguistic analysis of reading errors made by dyslexics and normal readers     

Michael Thomson 《Journal of Research in Reading》1978,1(1):7-20

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Keiyo Cattle Raiding, Kechui Mathematics and Science Education: What do They Have in Common?     

Norman Thomson  Jepkorir Rose Chepyator-Thomson 《Interchange》2002,33(1):49-83

In the context of globalization, indigenous educational systems of endangered cultures are faced with extinction. Biologists recognize that biodiversity is dependent upon sustaining and promoting knowledge and values of indigenous cultures. Education researchers have a similar responsibility — to promulgate educational diversity before several thousand years of valuable educational knowledge is extirpated. This paper presents the Keiyo of Kenya who have a rich educational system. Its focus is on an indigenous game, Kechui (using calculations to sharpen your mind), based on cattle raiding, and the Keiyos' use of the game for learning mixed strategy-based probabilistic problem solving. Kechui may also have international potential for teaching probabilistic problem solving in contemporary mathematics and science, especially genetics.  相似文献   

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds     

Zachary Hawes  Michelle Cain  Shelly Jones  Nicole Thomson  Cristol Bailey  Jisoo Seo  Beverly Caswell  Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80

The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.  相似文献   

Severed Heads and Compliant Bodies? A speculation about principal identities     

Pat Thomson 《Discourse: Studies in the Cultural Politics of Education》2004,25(1):43-59

When I had to reapply for my own position as principal I felt as if I was facing the prospect of losing a part of myself. Conversations with other women colleagues confirmed that I was not alone in this response. Taking this as my cue, I explore the notion of principal “identification” practices—that is the continuing process of forming a “principal identity”—through personal narrative, a Cartesian metaphor and emerging research evidence. In particular, I focus on how conditions of entrepreneurial governance change a continuing policy commitment to heroic leadership, and how principal and school identities are conflated through accountability regimes, marketing requirements and work intensification. I propose that a study of changing principal identities might fruitfully add to critical leadership and management scholarship, complementing the emergent corpus on emotions in leadership.

I am telling you stories. Trust me. (Winterson, 1988 Winterson J (1988) Passion London: Vintage  [Google Scholar], p. 160)  相似文献   

Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles     

Margareta Maria Thomson 《教育心理学》2016,36(3):502-525

This study focused on investigating the types of schooling beliefs (teaching and learning) expressed through metaphorical images by prospective teachers (PTs) from the United States. Participants (N = 215) rated 10 schooling metaphors illustrating the student–school–teacher relationships (i.e. Passenger–Bus–Driver; Student is a passenger, School is a bus and Teacher is a driver). Two main factors, a student-centred and a teacher-centred approach described the key schooling beliefs of PTs. Additionally, differences in PTs’ schooling beliefs across typologies/clusters of PTs were found. Further, qualitative data from interviews illustrated how each cluster specifically expressed their instructional views.  相似文献   

A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social–Emotional Competence     

Rebecca N. Thomson  John S. Carlson 《Early Childhood Education Journal》2017,45(3):419-426

Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.  相似文献