BISG’s Field Guide to Fixed Layout for Ebooks     

Jeanette?ZwartEmail author 《Publishing Research Quarterly》2015,31(1):84-86

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BOOK REVIEWS     

Sally A. C. Galman  Jennifer Redmond  Jeanette Morris  Jae Parsons  Stephanie Jones  Carol Taylor 《Gender and education》2006,18(6):687-697

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Participatory cultures,trust technologies and decentralisation: innovation opportunities for recordkeeping     

Cassie Findlay 《档案与原稿》2017,45(3):176-190

Recordkeeping professionals build and manage systems that support the creation and maintenance of trustworthy records, however our approach to the design and implementation of such systems has suffered from a lack of innovation and a failure to collaborate effectively with allied disciplines. Contemporary society, politics and Internet culture are producing new models, tools and techniques which open up exciting possibilities for how recordkeeping systems might work, presenting both opportunities and challenges for recordkeeping professionals. In this article, some elements deemed necessary for trustworthy recordkeeping are identified and critically examined in light of the possibilities of participatory cultures, peer-to-peer business and trust through computation, in particular, blockchain technologies. Conclusions are drawn regarding what might be needed in order to adapt current models and practices to build new forms of recordkeeping systems that could enhance the agency of the individual in a networked society.  相似文献   

The Veteran's View     

Jeanette Pellegrin 《About Campus》2013,17(6):16-21

Jeanette Pellegrin shares the touching stories of some of the many student‐veterans she has served and provides a list of recommendations for those of us who share her commitment to this special population of students.  相似文献   

Grad students—take the high tech road to a higher education     

Jeanette Cates 《TechTrends》1987,32(6):17-19

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An empirical analysis of an alternative configuration of the Academic Motivation Scale     

Kenneth J. Smith  Jeanette A. Davy  Donald L. Rosenberg 《Assessment in Education: Principles, Policy & Practice》2012,19(2):231-250

The purpose of this study was to examine an alternative configuration of the Academic Motivation Scale (AMS), a psychometric instrument used as a measure of academic motivation in various academic environments. The analyses utilised data from a convenience sample of 2354 business students, broken into two random subsamples of 1177 cases. Exploratory factor analysis of the 28 AMS scale items was conducted on the estimation sample. The results indicated good model fit for a four-factor configuration consisting of amotivation, external regulation, identified regulation, and intrinsic motivation as indicated by factor loadings, as well as internal consistency and reliability statistics.

Confirmatory factor analysis was conducted on the holdout sample to independently assess the construct validity and internal consistency of the item loadings on the reconfigured scale. Results indicated good model fit for the four-factor configuration and a significant loss of fit for competing three- and one-factor models. The uncovered factor structure advances our understanding of how the items on this scale cluster into theoretically meaningful constructs. This knowledge may be utilised in research designed to further assess the impact of motivational states on educational outcomes such as academic performance, absenteeism, dropout rates, etc.  相似文献   

The Development of Experimentation and Evidence Evaluation Skills at Preschool Age     

Jeanette Piekny  Dietmar Grube  Claudia Maehler 《International Journal of Science Education》2013,35(2):334-354

Researchers taking a domain-general approach to the development of scientific reasoning long thought that the ability to engage in scientific reasoning did not develop until adolescence. However, more recent studies have shown that preschool children already have a basic ability to evaluate evidence and a basic understanding of experimentation. Data providing insights into when exactly in the preschool years significant gains in these abilities occur are scarce. Drawing on a sample of 138 preschool children, this longitudinal study therefore examined how children's ability to evaluate evidence and their understanding of experimentation develop between the ages of four and six. Findings showed that the ability to evaluate evidence was already well developed at age four and increased steadily and significantly over time as long as the pattern of covariation was perfect. In the case of imperfect covariation, the proportion of correct answers was low over the period of observation, but showed a significant increase between the ages of four and five. If the data did not allow relationship between variables to be inferred, the proportion of correct answers was low, with a significant increase between the ages of five and six. The children's understanding of experimentation increased significantly between the ages of five and six. The implications of these findings for age-appropriate science programs in preschool are discussed.  相似文献   

English elsewhere: Glocalization,assessment and ethics   总被引：1，自引：1，他引：0  

Jeanette Rhedding-Jones 《课程研究杂志》2013,45(4):383-404

This paper explores standardized English curriculum practice in a globalizing world. It uses one particular site of formative/summative assessment to show how colonial and modernist trajectories are carried in these times. The argument is that an ethical evaluative practice would allow for local hybridizations. To represent and theorize from a locally-situated account of cultural globalization, a consideration of teaching and assessment of English (in Norway) deals with homogenizing effects. Thus, the paper considers how Englishes elsewhere might vary within given contexts of difference and today's complex immigrations and diasporas. This would call for a reflexive reshaping of the evaluation of English in non-Anglo locations. Specifically, it would request that local differences be recognized by teachers and examiners as concrete manifestations of new forms of globalization or glocalization. In these ways, students and teachers would act more as agents of globalization than as its objects.  相似文献   

Teacher Classroom Management Skills and Pupil Behavior   总被引：1，自引：1，他引：0  

Walter R. Borg  Philip Langer  Jeanette Wilson 《Journal of Experimental Education》2013,81(2):52-58

An experimental group of 20 in service elementary teachers was trained using the Utah State University Classroom Management Protocol Modules, and compared before and after training with a control group of 9 teachers. Although the experimental teachers received more favorable post-training scores on all 13 classroom management behaviors covered in the modules, the differences were generally small and nonsignificant. The level of work involvement and deviant behavior of pupils of the experimental group teachers was also compared before and after the teachers had been trained. In recitation situations, pupil work involvement increased and deviant behavior decreased significantly. In seat work situations, pupil work involvement increased significantly, but no significant changes occurred in deviant behavior.  相似文献   

Overcoming MSW Students' Reluctance to Engage in Research   总被引：2，自引：2，他引：0  

Jeanette Harder 《Journal of Teaching in Social Work》2013,33(2):195-209

Social work students are typically reluctant to engage in research. The research partnership model takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article. Use of this model in teaching social work research enhances student motivation, learning, and skills through hands-on activities within an authentic context, and by using group support with individual accountability, structured and incremental learning opportunities, and teaching from a strengths-based perspective.  相似文献