The librarian as a member of the education department team: using web 2.0 technologies to improve access to education materials and information     

Egan L 《Medical reference services quarterly》2012,31(3):330-335

The part-time solo librarian at St. James Healthcare in Butte, Montana, serves physicians, staff, patients, and other health care professionals in the area. The library is part of the Education Department within the hospital's organizational structure. Recent developments have expanded the requirements of the Education Department, creating new challenges. The librarian is a member of the team developing solutions to the many ways that continuing education needs have to be met for the staff and physicians. A free website that houses education information and material is one of the projects that has been created and is maintained by the librarian.  相似文献   

Formal group communication with older adults: A research imperative     

Laurel C. Klinger‐Vartabedian 《Journal of Applied Communication Research》2013,41(1-2):67-76

Given the need for services, various types of group work will continue to prosper as a setting in which older adults can enrich their lives. Simply having membership in a group and engaging in interaction with others improves self‐concept and increases socialization outside the group.

Research in this area includes few contributions from the field of communication. Consequently, this paper suggests the importance of assessing and applying communication constructs to current research on detection and prevention of social isolation through formal group interaction.  相似文献   

Experience vs. experimentation     

T.P. Yeatman  Howard F. Hjelm  Jack W. Miller  Robert Dwyer  Donald J. Dickerson  Roy Pangle 《Peabody Journal of Education》2013,88(4):242-243

Education in Depressed Areas. Edited by A. Harry Passow. (New York: Bureau of Publications of Teachers College, Columbia University, 1963. Pp.259. $4.75.)

Educational Research: An Introduction. Walter R. Borg. (New York: David McKay Company, 1963. Pp. 418. $5.50.)

Frontiers of Education. Edited by Arthur E. Traxler. (Washington, D.C.: American Council on Education, 1962. Pp. 192. $2.50.)

The Gifted Child, The Year Book of Education, 1962. Edited by George Z. F. Bereday and Joseph A. Lauwerys. (New York: Harcourt, Brace, and World, 1962. Pp. 541. $10.50.)

Growth and Development of the Young Child. Marian E. Breckenridge and Margaret N. Murphy. (Philadelphia: W. B. Saunders, 1963. Pp.564. $6.75.)

Philosophy and Principles of Physical Education. Charles C. Cowell and Wellman L. France. (Englewood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 236. $5.95.)

The Psychologist in the Schools. By Susan W. Gray. (New York: Holt, Rinehart and Winston, Inc., 1963. Pp. 406. $5.50.)

Student's Guide for Writing College Papers. Kate L. Turabiam. (Chicago: University of Chicago Press, 1963. Pp. 172. $1.25 (paper).)

World Culture, a Selected and Annotated Bibliography. (Philadelphia: McKinley Publishing Company, 1963. Pp. 384. $12.00.)  相似文献   

Exploring student ideas about biological variation     

Ashley R. Alred  Jennifer H. Doherty  Laurel M. Hartley  Cornelia B. Harris  Jenny M. Dauer 《International Journal of Science Education》2013,35(12):1682-1700

ABSTRACT

An understanding of biological variation is important for understanding ecological interactions, ecosystem function, and species’ response to environmental change. Biological variation is essential to species survival because natural selection acts upon the phenotypic variation within a population: the more varied the population’s genetic resources, the more likely that the population will persist into the future. We explored how students think about biological variation by evaluating written assessments and interviews of grades 6–16 students about starting a captive breeding programme for species conservation. We created a qualitative framework that describes levels of proficiency in student ideas about biological variation. Lower level responses reason about attributes related to an individual’s reproduction and survival rather than population-level variability. Student responses at a middle level of sophistication point to the importance of variation but do not link it mechanistically to species survival and resilience. We also describe alternative conceptions related to biological variation and natural selection which exist at all grade levels. Educators can use these findings to inform curriculum and instruction in terms of addressing important concept areas (e.g. variation at the population scale) and some common alternative conceptions that may impact an accurate understanding of natural selection and evolution.  相似文献   

Getting personal: Writing-stories     

Laurel Richardson 《International journal of qualitative studies in education》2013,26(1):33-38

The author participated in the Border Studies Program in the fall of 2000, and during that time she conducted a field study at the Center for Environmental Resource Management in El Paso, Texas. Most of her time was devoted to a project that built composting toilets in two communities on the periferia of Ciudad Juárez. The author's work on this environmental project provided her a lens into social interpretations of the two sides of the Mexico-U.S. border. This ethnography looks at language dichotomies - the social construction of difference - in order to analyze how stereotypes functioned in the maintenance of structural inequalities.  相似文献   

OPACs,Users, and Readers’ Advisory: Exploring the Implications of User-Generated Content for Readers’ Advisory in Canadian Public Libraries     

Jen Pecoskie  Laurel Tarulli 《Cataloging & classification quarterly》2014,52(4):431-453

This article examines the contribution of social discovery platforms and user-generated content (UGC) on readers’ advisory (RA) services in Canadian public libraries. Grounded Theory was used to conduct a content analysis of library-assigned subject headings and UGC of 22 adult fiction titles in 43 Canadian public libraries that use BiblioCommons, SirsiDynix, and Encore social discovery platforms. Findings indicate that UGC complements the MARC bibliographic record as it provides insight into the subject of a work, its protagonists, and the effect the book has on readers. User-generated reviews provide a rich data set that clearly connects to known RA access points.  相似文献   

Scaffolding for Creative Product Possibilities in a Design-Based STEM Activity     

Stephanie J. Hathcock  Daniel L. Dickerson  Angela Eckhoff  Petros Katsioloudis 《Research in Science Education》2015,45(5):727-748

Creativity can and should play a role in students’ science experiences. Beghetto (Roeper Review 29(4):265–270, 2007) suggested a framework for teachers to assist students in transforming their creative ideas into creative products. This framework involves taking time to listen to students’ ideas, helping them recognize the constraints of a task, and giving them multiple opportunities to think through and try their ideas. Ill-structured problems, such as those found in inquiry and engineering design activities, provide excellent opportunities for students to experience creative processing and express their creativity through product creation. These types of problems are typically challenging, but the use of appropriate questioning has been shown to assist students in solving problems. This multiple case study investigated the use of inquiry-based questioning as a means of supporting creativity within a design-based science, technology, engineering, and mathematics (STEM) activity. Findings suggest that groups facilitated by inquiry-based questioning strategies were better able to solve an ill-structured problem and achieved a more linear progression toward creative products than groups who were not facilitated by inquiry-based questions.  相似文献   

THE POWER OF THE PUBLIC LIBRARY     

L. L. Dickerson 《Religious education (Chicago, Ill.)》2013,108(8):757-762

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Groundwater in Science Education     

Daniel L. Dickerson  John E. Penick  Karen R. Dawkins  Meta Van Sickle 《Journal of Science Teacher Education》2007,18(1):45-61

Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students’ and preservice science teachers’ understandings of groundwater found little difference between the groups’ conceptualizations of subsurface hydrology. This article discusses possible reasons for the apparent lack of appropriate understanding regarding the complex concept of groundwater. Specifically, we concentrate on the lack of emphasis concerning groundwater content in standards documents, the need for increased attention to students’ spatial reasoning abilities, inadequate formal instruction for science teachers concerning groundwater, and difficulty in designing appropriate assessment of groundwater concepts. We conclude by offering suggestions for enhancing the teaching and learning of groundwater.  相似文献   

Processing speed in children with clinical disorders     

Susan L. Calhoun  Susan Dickerson Mayes 《Psychology in the schools》2005,42(4):333-343

The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC‐III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index (FDI) scores that were below the group mean IQ and lower than Verbal Comprehension (VCI) and Perceptual Organization (POI). For these groups, Coding was lower than Symbol Search. The majority of these children had learning, attention, writing, and processing speed weaknesses. This pattern was not found in the other clinical groups. For children with depression, only PSI was low. Children with anxiety disorders, oppositional‐defiant disorder, and mental retardation had no PSI weakness. PSI and POI were both low in children with traumatic brain injury and spina bifida. Implications for a revision of the WISC‐III (WISC‐IV; D. Wechsler, 2003) are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005.  相似文献