Academic Library Mission Statements,Web Sites,and Communicating Purpose     

Preston Salisbury  Matthew R. Griffis 《The Journal of Academic Librarianship》2014,40(6):592-596

Continual changes in information technologies over the past three decades have wrought substantial changes in library services and in information-seeking behavior among the general public. Thus the necessity for libraries to utilize the internet to communicate with stakeholders is even more important for academic libraries, as the rate of internet usage among those with college degrees continues to outpace that of the general population. The online availability of a well-crafted mission statement is therefore crucial. This analysis of the web sites of 113 ARL academic libraries—an update of Kuchi's (2006) study—considers the inclusion (availability) and placement (accessibility) of mission statements on library web sites and provides insights into the academic library's use of such statements for communicating mission and purpose to different stakeholders.  相似文献   

Diagnostic Utility of the Bannatyne WISC‐III Pattern     

Courtney B. Smith  Marley W. Watkins 《Learning disabilities research & practice》2004,19(1):49-56

Regrouping Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC‐III Bannatyne patterns by comparing 1,302 children with LD to 2,158 children in the WISC‐III normative sample. Further analysis was conducted on a subsample of students with specific reading disabilities. Results indicated that the presence of the Bannatyne WISC‐III pattern would not lead to decisions that are useful in differentiating children with LD from children without LD. For example, receiver operating characteristic (ROC) analysis, measured by the area under the curve (AUC), indicated that the Bannatyne WISC‐III pattern exhibited low diagnostic utility (AUC = 0.54–0.55). Due to its inaccuracy, use of the Bannatyne WISC‐III pattern is not recommended.  相似文献   

Concentrated vs. contrived encounters: Suggestions for language assessment     

Courtney B. Cazden 《The Urban Review》1975,8(1):28-34

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Expressing community through freedom market and visual connections     

Joanne Larson  Courtney Hanny  Joyce Duckles  Hoang Pham  Robert Moses  George Moses 《Pedagogies: An International Journal》2017,12(1):4-20

ABSTRACT

Building on a long-term university/community research partnership, this article examines how different ways of conceptualizing, interpreting, and producing murals impacted how an urban community saw itself. Using a participatory action research design, university researchers worked alongside community researchers to ethnographically document the transformation. Findings indicate that the mural project constructed pathways for building relationships and community in ways that made neighborhood transformation possible. The mural project embodied this transformative goal by providing a space where people gathered with shared attention to talk and to envision how their lives and their community could be different.  相似文献   

Revealing and Telling: the socialisation of attention in learning to read and write     

Courtney B. Cazden 《教育心理学》1992,12(3-4):305-313

Becoming literate involves the socialisation of attention. ‘Revealing’ and ‘telling’ are two modes of assistance to such socialisation. Revealing, as exemplified in one programme, Reading Recovery, can be especially helpful for young learners. But for older students, conflicts between primary and secondary socialisation can be addressed better by more explicit telling. For that purpose, questions about the most useful metalanguage become important.  相似文献   

Factors affecting treatment acceptability for psychostimulant medication versus psychoeducational intervention     

Terry A. Stinnett  Stephanie A. Crawford  Marci D. Gillespie  Michael K. Cruce  Courtney A. Langford 《Psychology in the schools》2001,38(6):585-591

Future teachers' judgments of acceptability for two common treatments for children with the Attention Deficit Hyperactivity Disorder (ADHD) label were examined. One hundred forty‐four pre‐service teachers were grouped according to their high school location at graduation (urban vs. rural) and were randomly assigned to read one of four vignettes. The content of the vignettes was held constant but label (ADHD vs no label) and treatments (special education placement vs. Ritalin) were varied. Results indicated a significant main effect on treatment acceptability for High School Location, a Label × Treatment interaction on the attention problems variable, a main effect for Label on the social problems variable, and a High School Location × Treatment interaction on the social problems variable. A number of implications can be made. Observer characteristics such as urban or rural high school experiences may influence judgments about a labeled child more than the characteristics of the child being observed. In this study, the ADHD label evoked greater expectations of attentional difficulties even when the pattern of functioning was similar to nonlabeled children. On the other hand, children with the ADHD label were judged as having better social functioning, which suggests that the ADHD label allows observers to attribute behavioral difficulties or the social problems displayed by these children to some factor that is outside the control of the child, or for which the child does not have personal responsibility. © 2001 John Wiley & Sons, Inc.  相似文献   

MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF‐EFFICACY          下载免费PDF全文

Adam B. Lockwood  John Mcclure  Karen Sealander  Courtney N. Baker 《Psychology in the schools》2017,54(6):655-670

There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.  相似文献   

An Immersion Approach to Teaching Food Science     

W.J. Harper  P.D. Courtney  G.W. Chism III 《Journal of Food Science Education》2003,2(3):53-56

ABSTRACT: Introductory Food Science courses are most often lecture-based courses, but some include limited laboratory experiences. As described in this paper, the course minimizes lecture and maximizes experiential or "hands-on" learning by using an immersion approach to teach basic concepts of food science. Additionally, it requires students to work in groups to accomplish tasks, thus providing valuable experience in working cooperatively. The course has been taught in this basic manner at Ohio State for 10 y. Analysis of pre-test and post-test results shows that none of the students pass the pre-test and 92% pass the post-test. In 2002, the average increase in scores from the pre-test to the post-test was 65.7 ± 14.7 (n = 22).  相似文献   

Gaining ‘Raw Insider Knowledge’: The Benefits and Challenges of International Study Tours for Creative Industries Students     

Mark Pennings  Debra Flanders Cushing  Rafael Gomez  Clare Dyson  Courtney Coombs 《The International Journal of Art & Design Education》2019,38(2):539-554

International short‐term study tours are a fast‐growing format for outbound education and provide exciting experiential learning opportunities for students in the creative industries disciplines. This success has encouraged researchers to seek a comprehensive view of the various concrete experiences that contribute to student learning during study tours. To that end, this article presents evidence from a qualitative online post‐tour questionnaire administered with students studying various art and design disciplines who participated in short‐term international study tours at a large Australian university in 2015. Using Kolb's Experiential Learning Theory as a framework, data collected explored student perceptions of which concrete experiences on a study tour are most impactful and which may actually hinder learning. Findings revealed: experiencing key industry venues are the most significant aspects of a study tour, rather than networking or personal growth; poor itinerary planning and travel issues are the least liked aspects of a tour, yet are often the most easily addressed with better tour management and planning; and students were positively impacted by unexpected gains in knowledge about their creative industries discipline. This study, therefore, provides unique insights into which concrete experiences may be most impactful as part of the experiential learning cycle within an international study tour for creative industries students.  相似文献   

Music‐‐The Minority Art     

Hamish Preston 《Cambridge Journal of Education》1975,5(2):79-86

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