Use of machine-readable databases to support a large SDI service     

Donald T. Hawkins 《Information processing & management》1985,21(3):187-204

The current awareness [or selective dissemination of information (SDI)] services of AT&T Bell Laboratories are described. Several bulletins announcing over 80,000 externally published items/year are issued at regular intervals and sent to about 6100 subscribers. Production is done by the BELLPAR (Bell Laboratories Publication, Alerting, and Retrieval) system, which processes four commercial machine-readable databases and prepares camera-ready bulletin copy. A photocopy service processing some 10,000 requests/month provides document delivery for items announced in the bulletins. Subscribers may order photocopies electronically if they wish. A “captive” journal collection supports the copying operation; non-journal articles, such as conference proceedings and technical reports, are ordered from external suppliers. Improvements in the SDI service include electronic bulletins, more focused bulletins and additional databases as input.  相似文献   

Voice over distance: a case of podcasting for learning in online teacher education     

Dianne Forbes  Elaine Khoo 《Distance Education》2015,36(3):335-350

This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal.  相似文献   

Attention Deficit Disorder as a factor in the origin of behavioural disturbance in schools     

Maurice Place  Jo Wilson  Elaine Martin  & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163

The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils.  相似文献   

Gender,sexuality and development: education and society in sub‐Saharan Africa     

Elaine Unterhalter 《比较教育学》2011,47(2):281-282

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Using Explanatory Knowledge During Collaborative Problem Solving in Science     

Elaine B. Coleman 《学习科学杂志》2013,22(3-4):387-427

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A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

Coping strategies for adaptation to new teacher appointments: Intervention for retention     

Elaine Sharplin  Marnie O’Neill Anne Chapman 《Teaching and Teacher Education》2011,27(1):136-146

Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty.  相似文献   

Pragmatic language in deaf and hard of hearing students: correlation with success in general education     

Thagard EK  Hilsmier AS  Easterbrooks SR 《American annals of the deaf》2011,155(5):526-534

Deaf and hard of hearing children have shown delays and difficulties in pragmatic behaviors due to insufficient exposure to common daily discourse and underlying impoverishment in all components of language development. In a study in a school district in a southeastern U.S. state, the researchers investigated the relationship between sociolinguistic pragmatic competence in 81 deaf and hard of hearing students and these students' degree of hearing loss, communication mode, and degree of success in general education. Two measures, one devised by the state's department of education and one developed within the local school system, were used: the Criterion-Referenced Competency Test (Georgia Department of Education, 2000) and the Socio-Pragmatic Skills Checklist for Deaf and Hard of Hearing Students (Cobb County School District, 1997). The researchers found that whether the students used spoken language or signed language, socio-pragmatic language had a high, positive correlation with academic outcomes.  相似文献   

Distancing to self‐protect: the perpetuation of inequality in higher education through socio‐relational dis/engagement     

Elaine Keane 《British Journal of Sociology of Education》2011,32(3):449-466

This paper explores the social class‐differentiated behaviours of access and traditional‐entry students, based on a three‐year constructivist grounded theory study with 45 undergraduates at an Irish university. The participant groups behaved significantly differently within the socio‐relational realm, engaging in various forms of distancing behaviours motivated by a desire to self‐protect and based on perceived relative social positioning. The paper illustrates some ways in which both disadvantage and privilege are performed at the post‐entry stage in a widening participation context. It is argued that the ‘closure’ behaviours of class‐based groups constrain the building of social capital by working‐class students, thus potentially limiting the ability of widening participation policies in achieving equality goals.  相似文献   

Exploring inclusive pedagogy     

Lani Florian  Kristine Black‐Hawkins 《British Educational Research Journal》2011,37(5):813-828

This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.  相似文献