Distance education: The future of library and information services requirements     

Glenn Fulcher  Debbie Lock 《Distance Education》1999,20(2):313-329

This paper considers the role of library support for distance learning activities at the University of Surrey, with specific reference to the MA in Linguistics (TESOL) and the MSc in English Language Teaching Management. These courses represent a major challenge to support services for distance learners, as the students have no face‐to‐facc contact with staff, and most of them live and work overseas. Firstly the courses are described as operating along a number of clines that define a distance learning operation, and the issue of resource support is considered. We then turn to the role of the library in supporting distance learning students, and consider the ways in which the role of the library in distance learning programs is expanding and changing to meet the challenges of the future. The specific example of the Distance Learners’ Information Service (DiLIS) of the George Edwards Library (GEL) is presented as an example of good practice.  相似文献   

Evaluating individualized educational programs: A recommendation and some programmatic implications     

Meryl J. Jaffe  Glenn E. Snelbecker 《The Urban Review》1982,14(2):73-81

The character of urban schools and the practices of school personnel have been influenced by a variety of sociopolitical factors. Currently, the Education for All Handicapped Children Act of 1975 (P.L. 94–142) is having impact on schools in general and especially on urban schools, which typically have many students affected by this law. This paper describes certain aspects of the law which have posed problems for schools, and makes suggestions about how such problems can be resolved. Schools are required to identify goals and to evaluate educational progress on anindividual student basis. This requirement can be met by using the Goal Attainment Scaling (GAS) technique. Using an illustrative GAS-modified individualized educational program (IEP), advantages and disadvantages of this technique are discussed. Certain potential problems are identified and suggestions made so that administrators and other school personnel can be successful in their attempts to comply with requirements to evaluate educational progress in conjunction with IEPs.  相似文献   

Total Quality Management at Virginia Commonwealth University: An urban university struggles with the realities of TQM     

Deborah Cowles  Glenn Gilbreath 《Higher Education》1993,25(3):281-302

The chief administrators at Virginia Commonwealth University (VCU) began formally to explore Total Quality Management (TQM) during the summer of 1991. What they found initially was both surprising and revealing. A major affiliated division of the university, which operates autonomously, had already undertaken a large-scale TQM effort. Early discussions also revealed a core of faculty who were already teaching, conducting research, and providing services to the business community, as well as state and local government agencies, in the TQM arena. These discoveries gave additional impetus for the administrators to pursue a study of TQM. The unfolding of the study and related activities undertaken to date provide insights into theprocess of implementing TQM at a major university.  相似文献   

The Legacy of Early Abuse and Neglect for Social and Academic Competence From Childhood to Adulthood     

K. Lee Raby  Glenn I. Roisman  Madelyn H. Labella  Jodi Martin  R. Chris Fraley  Jeffry A. Simpson 《Child development》2019,90(5):1684-1701

This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated with more interpersonal problems and lower academic achievement from childhood through adulthood (32–34 years). The predictive significance of early abuse and neglect was not attributable to the stability of developmental competence over time, nor to abuse and neglect occurring later in childhood. Early abuse and neglect had enduring associations with social (but not academic) competence after controlling for potential demographic confounds and early sensitive caregiving.  相似文献   

Sight versus Sound: The Differential Impact of Mediated Spectator Response in Sport Broadcasts     

R. Glenn Cummins  Collin K. Berke  Alexander Moe  Zijian Gong 《广播与电子媒介杂志》2019,63(1):111-129

Despite the research examining various production aspects of broadcast sport, scholars have generally overlooked a ubiquitous sonic component of broadcasts—spectators’ aural response (i.e., crowd noise). Such cues can act as a heuristic to influence perceptions of competition, particularly in the absence of visuals. Using continuous response measurement, this experiment demonstrates how mediated spectator response in the form of crowd noise yields enhanced perceptions of the exciting nature of broadcast sport, although the effect is diminished in televised sports. Implications are suggested for contemporary sport consumption, where aural cues can draw attention to game events in multi-screen viewing scenarios.  相似文献   

Brief Research Report: A User Friendly Effect Size—When Normality Matters     

Glenn Thomas Waterbury  Christine E. DeMars 《Journal of Experimental Education》2019,87(2):260-268

There is a need for effect sizes that are readily interpretable by a broad audience. One index that might fill this need is π, which represents the proportion of scores in one group that exceed the mean of another group. The robustness of estimates of π to violations of normality had not been explored. Using simulated data, three estimates of π (π? _direct, r, and r_robust) were studied under varying conditions of sample size, distribution shape, and group mean difference. This study demonstrated that r and r_robust were biased estimates of π when data were nonnormal. We recommend that neither be used in estimating π unless data are normally distributed.  相似文献   

Roles for Inferential Statistics in Educational Research     

Thomas Maguire  Glenn Rowley 《Educational Philosophy and Theory》1992,24(2):56-77

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VINCE—an on-line tutorial tool for teaching introductory programming     

Glenn Rowe  & Gareth Thorburn 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):359-369

We describe a tutorial tool which allows the execution of a C program to be graphically displayed. VINCE (Visual Instruction for Novices in a C Environment) is written in Java, allowing it to be used on the web. The student can enter their own C code, or select from a menu of pre-written tutorials, each illustrating a particular aspect of programming. The tool provides a simulated map of the computer's memory, showing where pointers and variables are stored. The map is dynamically updated as the program is executed. Explanatory notes for each step are provided. The program's function stack may be viewed. At present, the tool can only deal with syntactically correct C code. The package may be used at http://alife.mic.dundee.ac.uk/growe/VINCE/tutorial01.html  相似文献   

Impact of federal legislation and policy on VR services for consumers who are deaf or hard of hearing: perspectives of agency administrators and program specialists     

Anderson GB  Boone SE  Watson D 《American annals of the deaf》2003,148(4):315-322

The authors report on a national survey of administrators and program specialists at 43 state vocational rehabilitation (VR) agencies concerning the impact of federal employment legislation and rehabilitation policies on the provision of services to consumers who are deaf or hard of hearing. The article focuses on 5 initiatives enacted to enhance efforts to help people with disabilities achieve competitive employment and self-sufficiency: the Workforce Investment Act of 1998, Order of Selection policies established by state agencies, Interagency Agreements between VR and postsecondary programs, the Comprehensive System of Personnel Development, and the Ticket to Work and Work Incentives Improvement Act of 1999. The article concludes with a summary of state agencies' priorities and needs in regard to technical assistance to enhance the provision of VR services.  相似文献   

Developing Food Science Core Competencies in Vietnam: The Role of Experience and Problem Solving in an Industry‐Based Undergraduate Research Course          下载免费PDF全文

Karen LeGrand  Lina Yamashita  Cary J. Trexler  Thi Lam An Vu  Glenn M. Young 《Journal of Food Science Education》2017,16(4):118-130

Although many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges.  相似文献