Uncovering the Evidence: Faculty Perceptions of Distance Library Services     

Jessica Mussell  Carol Gordon 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):271-286

Usage statistics are a regular part of assessment but the lack of context leaves librarians pondering the reasons for fluctuations in use. Through development of an online survey, we examined faculty perceptions, knowledge, and use of distance library services to support online courses. Responses provided much needed context and helped to determine priorities and direction for services. While this survey was a useful marketing tool, results emphasized that the greatest need was for ongoing communication with faculty to increase awareness of services provided.  相似文献   

Patterns in children's ability to recall explicit,implicit and metaphorical information     

Kay M. Kincade 《Journal of Research in Reading》1991,14(2):81-98

The purpose of this study was to examine the effects of grade level and recall task type on children's memory for explicit, implicit and metaphorical information following reading. Forty second and 40 fifth grade subjects balanced as to gender read four prose passages and were randomly assigned to cued and free recall conditions. A MANOVA produced significant main effects for grade level and task type on each of three dependent variables; EXPLICIT, IMPLICIT and METAPHOR recall measures. As predicted, fifth graders fared better than second graders and the cued condition exceeded free recall. Of greater significance was the finding that second graders were able to engage in metaphorical reasoning when the task was appropriately structured. The results suggest that providing externally generated, structured probes can greatly enhance children's reading recall at both grade levels and can enable children to demonstrate metaphorical comprehension prior to the age at which it spontaneously appears. In addition, significantly different patterns of recalled information were found within the two task conditions, patterns that remained stable across age groups.  相似文献   

Unemployment and social class stigmas     

Debbie S. Dougherty  Jessica M. Rick  Phillip Moore 《Journal of Applied Communication Research》2017,45(5):495-516

Western economies have seen a shift away from a model of job security to a model of work precarity. Cycles of unemployment are a defining feature of the new precarious economy. Given these cycles of unemployment, it becomes imperative to explore the barriers to reemployment. The present study uses stigma communication to explore the intersection of two barriers to reemployment: the stigmatization of unemployment and social class position. Analysis of 40 interviews revealed that the meaning of unemployment changed depending on the perceived social class of an unemployed person. Participants described typical unemployed people as pathologically lazy and unmotivated. Upper class unemployed people were stigmatized as a product of privilege. Middle class unemployed people were relatively unstigmatized. The typical unemployed person merged with the typical unemployed lower class person, suggesting that the dominant meaning of unemployment assumes that unemployment is a lower class phenomenon that is preventable if the lower class person would work harder.  相似文献   

Juggling a New Format with Existing Tools: Incorporating Streaming Video into Technical Services Workflows     

Jennifer Leffler  Jessica Hayden  Todd Enoch 《期刊图书馆员》2017,72(1-4):102-104

ABSTRACT

The University of Northern Colorado (UNC) Libraries have experienced a surge in streaming video requests in the past few years. Like others, UNC’s Technical Services department has found new ways to manage procedures and workflows associated with this format. This session covered the experiences and strategies of the presenters for handling streaming video databases, licensed content ripped from DVD, firm orders, and multiyear streaming licenses.  相似文献   

African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention     

Kelly A. Rodgers  Jessica J. Summers 《Educational Psychology Review》2008,20(2):171-190

Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider how African American students attending PWIs may experience the processes in retention. We first give a brief overview of Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation, achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications and directions for future study.  相似文献   

Investigating Students’ Learning Through Co-designing with Technology     

Wu  Jue  Atit  Kinnari  Ramey  Kay E.  Flanagan-Hall  Grace Ann  Vondracek  Mark  Jona  Kemi  Uttal  David H. 《Journal of Science Education and Technology》2021,30(4):529-538

Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

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Investigating Supervisory Relationships and Therapeutic Alliances Using Structural Equation Modeling     

Mary Kristina DePue  Glenn W. Lambie  Ren Liu  Jessica Gonzalez 《Counselor Education & Supervision》2016,55(4):263-277

The authors used structural equation modeling to examine the contribution of supervisees' supervisory relationship levels to therapeutic alliance (TA) scores with their clients in practicum. Results showed that supervisory relationship scores positively contributed to the TA. Client and counselor ratings of the TA also differed.  相似文献   

Implicit theories of creativity: a comparison of student‐teachers in Hong Kong and Singapore     

Quek Khiok Seng  Soh Kay Cheng 《Compare》2008,38(1):71-86

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.  相似文献   

Educational effects of the Tools of the Mind curriculum: A randomized trial     

W. Steven Barnett  Kwanghee Jung  Donald J. Yarosz  Jessica Thomas  Amy Hornbeck  Robert Stechuk  Susan Burns 《Early childhood research quarterly》2008

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.  相似文献   

Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment     

Dellisse  Sébastien  Dumay  Xavier  Galand  Benoit  Dupriez  Vincent  Dufays  Jean-Louis  Coertjens  Liesje  De Croix  Séverine  Penneman  Jessica 《European Journal of Psychology of Education - EJPE》2021,36(3):573-597

European Journal of Psychology of Education - This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and...  相似文献