Optimising Storage and Access in UK Research Libraries     

John Fielden  Colin Harris  Helen Hayes  Allan Schofield 《New Review of Academic Librarianship》2013,19(2):97-152

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Repeated Exposure to Daytime Soap Opera and Shifts in Moral Judgment Toward Social Convention     

Ron Tamborini Ph.D.  René Weber Ph.D.  M.D.  Allison Eden M.A.  Nicholas David Bowman Ph.D.  Matthew Grizzard M.A.  Ph.D. 《广播与电子媒介杂志》2013,57(4):621-640

This study examined the influence of prolonged exposure to soap opera on character dispositions and real-world moral judgments. Eight groups viewed from 0–7 weeks of soap opera prior to a final week after which participants completed measures of disposition towards show characters as well as perceptions of morality in real-world situations. Results demonstrated the effect of prolonged exposure on both the polarization of dispositions toward characters and a trend in moral judgments toward social convention. These findings highlight the role of disposition within social cognitive theory, and the importance of dispositional considerations in understanding learned morality.  相似文献   

Cognitions,Emotions, and Applications: Participants' Experiences of Learning about Strengths in an Academic Library     

Allison Sharp  Jeanine Williamson 《The Journal of Academic Librarianship》2013

This study examined academic library employees' experiences during “strengths education,” a process of learning about individual strengths during a positive psychology intervention. Participants took the Clifton StrengthsFinder test, attended a workshop, and then were interviewed about what they considered to be the effects of the strengths training. The focus of the qualitative analysis was the interviewees' statements about the intrapersonal and interpersonal effects of learning about their strengths. We categorized and coded these statements as cognitions formed, emotions experienced, and applications envisioned. Our findings raise interesting implications for job satisfaction and employee self-esteem, especially during times of change.  相似文献   

Developing Media Literacy in Public Libraries: Learning from Community Media Centers     

Colin Rhinesmith  Christiana Lynne Urbano Stanton 《Public Library Quarterly》2013,32(4):420-440

The rise of digital media labs and spaces for content creation in public libraries has been documented in the scholarly literature. However, fewer studies have investigated the outcomes of media literacy initiatives in community media centers (CMCs) and how they might inform similar programs and services in public libraries. This article reports findings from a study that used qualitative research to investigate the current goals and activities of CMCs across the United States. The findings show that the educational, social, and community benefits of these programs could be useful for public libraries to consider in developing or augmenting their own media literacy initiatives.  相似文献   

Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education     

Mike Summers  Colin Kruger  Ann Childs 《International Journal of Science Education》2013,35(1):33-53

In the light of an increased concern for environmental education (especially in the context of sustainable development) in the UK, this study used questionnaire surveys to explore the understanding of 170 practising primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teacher and the use of these as benchmarks for judging understanding. Knowledge of the component parts of these explanations was tested in the questionnaires. Hence the study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. The frequencies of several misconceptions, uncovered in earlier interviews and also included in the questionnaires, are also reported. It is suggested that both the basic explanations and the difficulties of understanding displayed by the teachers in some areas can usefully inform programmes of professional development for sustainable development and environmental education. An outline of a guide for teachers adopting this approach is provided.  相似文献   

Methodological individualism,educational administration,and leadership     

Colin W. Evers 《Journal of educational administration and history》2013,45(2):159-173

There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualism and that there are four serious problems with this view. First, it is logically difficult to describe individual actions without recourse to structures. Second, methodological individualism fosters a centralised mindset inviting the attribution of leadership where none may exist. Third, evidence for distributed cognition compromises leader-centrism. And fourth, administrative tasks themselves are often highly structured. In response to these problems, we urge a more balanced approach to organisational functioning, one that involves both structures and individuals.  相似文献   

Studying Headteachers' Professional Lives: Getting the life history   总被引：1，自引：0，他引：1  

Colin Biott  Lejf Moos  Jorunn Møller 《Scandinavian Journal of Educational Research》2013,57(4):395-410

In order to obtain a better understanding of how headteachers frame their professional lives, a comparative project was set up with a life history approach. A series of open-ended interviews were conducted where headteachers talked about themselves, their work, background, experiences and career. The article focuses on the modes of inquiry used in the study and explores alternative approaches to analysis, especially of content and form. Several methodological issues are discussed, for instance the production of data as an interactive and collaborative process of creating meaning, the central role of the research relations, dialogical analysis and how to move from separate individual stories to an analysis of headteachers' lives across different countries. As the analysis has unfolded, new questions have been posed about the comparative aspect of the project. At the beginning, cross-national similarities and differences were relatively straightforward and were found in the content of interviews. Since then, explorations of the form and structure of the stories have raised more complex juxtapositions. More recently, new questions have begun to emerge, such as about the nature and meanings of 'professional confidence' and its relationship to external accountability in national contexts.  相似文献   

The ‘World Politics’ course: changing thinking on international relations education in Ontario Secondary Schools, 1850–1970     

John Allison 《History of education》2013,42(6):731-750

ABSTRACT

What do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school ‘World Politics’ course that emerged in Ontario in the 1960s address this question? The ‘World Politics’ course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, ‘World Politics’ emerged as one of the responses to the need for an understanding of a much more complex world.  相似文献   

A Review of “Navigating Environmental Attitudes”     

Matt Ferkany  Allison L. Freed  Sarah Riggs Stapleton 《The Journal of environmental education》2013,44(2):134-137

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Introduction to the Peabody Journal of Education 93(4): Tensions Between School Choice and Neighborhood Schools Research     

Ryan Coughlan  Molly Vollman Makris  Allison Roda 《Peabody Journal of Education》2013,88(4):345-348

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