An Outdoor Project-Based Learning Program: Strategic Support and the Roles of Students with Visual Impairments Interested in STEM     

Tsinajinie  Garrison  Kirboyun  Sevgi  Hong  Sunggye 《Journal of Science Education and Technology》2021,30(1):74-86

A qualitative study was conducted to understand how middle and high school students with visual impairments (VI) engage in Science, Technology, Engineering and Mathematics (STEM). The Readiness Academy, a Project-Based Learning (PBL) intervention, was designed to provide a week-long, immersive, outdoor, and inquiry-based science education program to students with VI. We analyzed 187 photographs, camp associate intern notes, and researcher memos first using emotion coding, followed by process coding to structure initial codes and categories into seven research activities. We used axial coding as a secondary cycle coding method to determine four consistent themes across all research activities: apprenticeship, collaboration, accessibility, and independence. We found that the inclusion of purposeful accessibility, such as assistive technology and multisensory experiences, supported how students with VI engaged in STEM education. The findings reflect how students dynamically fulfilled roles as apprentices, collaborative members, and independent researchers within the program’s context of PBL and outdoor science education.

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Developing health information literacy: a needs analysis from the perspective of preprofessional health students     

Lana V. Ivanitskaya  Kaitlyn A. Hanisko  Julie A. Garrison  Samantha J. Janson  Danielle Vibbert 《Journal of the Medical Library Association》2012,100(4):277-283

Objective:

The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.

Methods:

A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”

Results:

Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).

Conclusions:

The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.

Highlights

• After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
• Some students report that a trip to the library is a barrier to using library resources.
• Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
• Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.

Implications

• Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
• Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.

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Age‐grade‐sex percentile norms for some educational tests     

S. C. Garrison  Florence Ryan 《Peabody Journal of Education》2013,88(2):69-77

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Making Reference Service Count: Collecting and Using Reference Service Statistics to Make a Difference     

Judith S. Garrison 《The Reference Librarian》2013,54(3):202-211

This article describes an online system to collect, store, analyze, and report reference statistics. Information is entered at the point of service in a Web-based interface located on the computer desktop of each librarian. When record keeping and reporting processes were customized, automated, and made accessible to librarians, the data collected proved invaluable in tracking trends in reference service, monitoring library initiatives, and providing reference librarians information for analyzing and assessing their professional activity.  相似文献   

Summing Up Our Differences: A Reply to Siegel     

Jim Garrison 《Journal of Philosophy of Education》2002,36(2):229-232

This is a brief rejoinder to Harvey Siegel’s ‘Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison’ (35·4), which was itself a critical response to my own recent paper in this journal (33·2). This is an attempt to sum up the key points of the Deweyan pragmatism that I argue for, and hence those that Siegel opposes. It is not an attempt to settle the debate, but rather to clarify our differences.  相似文献   

THE HIGH COST OF CURRENT MEDICAL PERIODCIALS     

Garrison FH 《Bulletin of the Medical Library Association》1932,20(4):165-169

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A Sketch of the Library of the Surgeon-General's Office     

Fielding H. Garrison 《Journal of the Medical Library Association》1906,4(2):211-216

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THE USE OF THE CADUCEUS IN THE INSIGNIA OF THE ARMY MEDICAL OFFICER     

Garrison FH 《Bulletin of the Medical Library Association》1919,9(2):13-16

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Carbides of iron     

F.Lynwood Garrison 《Journal of The Franklin Institute》1895,140(6):464-472

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Dangerous Dualisms in Siegel's Theory of Critical Thinking: A Deweyan Pragmatist Responds     

Jim Garrison 《Journal of Philosophy of Education》1999,33(2):213-232

Harvey Siegel's conception of critical thinking is riddled with unnecessary and confusing dualisms. He rigidly separates 'critical skill' and 'critical spirit', the philosophical and the causal, 'is' and 'ought', and the moral and the epistemological. These dualisms are easily traced to his desire to defend an absolutist and decontextualised epistemology. To the Deweyan naturalist these dualisms are unnecessary. Appealing to the pragmatist notion of beliefs as embodied habits of action evincing emotion, I show how language, meanings and the mind, including the mind of the critical thinker, emerge from our biological being.  相似文献