The preservation of digital information     

Deanna B. Marcum  President of Comission on Preservation  Access  Council on Library Resources 《The Journal of Academic Librarianship》1996,22(6):451-454

The emergence of digital libraries and publication is still in its infancy, but is racing towards a maturity which just five years ago would have seemed impossible. The principal problems which must be solved to make digital information a routine part of the information landscape fall into two domains— technological problems and social problems. It is probably not too much to suggest that a solution to most current technological obstacles to this networked world of information can be found in the next five years. Many of these problems have been addressed over the last two years in this column. At the same time the social problems, which are principally institutional and economic—such as, property rights and infrastructure (e.g., responsibility for access over time)—are not so close to resolution and may be harder to solve than those which are technologically based. Similarly, we are just beginning to consider the issues of preservation of digital information. Here the problems reflect not only technical issues but also the social ones which makes them doubly difficult to solve. For libraries and archives to manage digital information successfully over the long-term, these problems must be emphatically solved. If they are not resolved at the outset the legacy of digital information will be enormously more complex than print and the problems of preserving print materials—acid papers and embrittlement—will seem trivial by comparison. The complexity of this domain is reflected in Deanna B. Marcum's column— CBL, University of Maryland, College Park, Maryland.  相似文献   

Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement     

Carolyn A. Haug  Deanna Iceman Sands 《Clearing house (Menasha, Wis.)》2013,86(6):197-206

Abstract

The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional Development and its associated guiding questions focused on student engagement and understanding, teaching students how to make meaning from text, teaching students to write, and the structures, systems, routines, and rituals needed to create a classroom culture of thinking and learning. Results from this study point to positive differences between participating and matched-nonparticipating teachers in their instruction, student grouping, nature of tasks, task demands, types of knowledge expectations, personalization, tone, and authority structures.  相似文献   

Teaching the Middle Years Learner     

Deanna D. Winn  Paula Regan  Sandy Gibson 《Clearing house (Menasha, Wis.)》2013,86(4):265-267

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Do students need to be taught how to reason?     

Deanna Kuhn 《Educational Research Review》2009,4(1):1-6

In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking - causal and scientific reasoning - and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives.  相似文献   

Common misconceptions of suspension: Ideas and alternatives for school leaders          下载免费PDF全文

Ambra L. Green  Deanna K. Maynard  Sondra M. Stegenga 《Psychology in the schools》2018,55(4):419-428

The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero‐tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff.  相似文献   

Testing the usability of a portable DVD player and tailored photo instructions with older adult veterans     

Christine E. Gould  Aimee Marie L. Zapata  Deanna N. Shinsky  Mary K. Goldstein 《Educational gerontology》2018,44(1):64-73

DVD-delivered behavioral skills training may help disseminate efficacious treatments to older adults independent of internet access. The present study examined the usability of a portable DVD player alongside iterative revisions of accompanying instructions to be used by older adults in a DVD-delivered behavioral skills treatment study. The sample comprised 20 older adults with a mean age of 69.5 years (SD = 7.3). Behavior observations revealed that three of five steps to play the DVD were completed by more than 90% of participants. Quantitative ratings revealed that 75% could play the DVD easily. Qualitative content analysis further elucidated the usability of the player and the clarity of the instructions. Findings suggest user-centered design of instructional support in DVD-delivered treatments for older adults may be critical to minimizing user error and frustration and increase user experience.  相似文献   

Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact     

Rachel Fitzgerald  Henk Huijser  Deanna Meth  Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146

ABSTRACT

Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships.  相似文献   

Quality Management Procedures Influence the Food Safety Practices at Childcare Centers     

Allison A. Enke  Margaret E. Briley  Suzanne R. Curtis  Sue A. Greninger  Deanna M. Staskel 《Early Childhood Education Journal》2007,35(1):75-81

Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual management and food safety training for both directors and staff in order to provide a safe environment for young children.  相似文献   

For children     

Dorothy S. Strickland  Barbara Sands Worth 《Early Childhood Education Journal》1981,9(2):29-30

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Books for the children     

Dorothy S. Strickland  Barbara Sands Worth 《Early Childhood Education Journal》1981,8(3):58-60

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