Betting a Strong Hand in the Game of Electronic Resource Management     

Paoshan Yue  Liz Burnette 《期刊图书馆员》2013,64(3-4):207-209

No abstract available for this article.  相似文献   

“You're just one of the group when you're embedded”: report from a mixed-method investigation of the research-embedded health librarian experience     

Devon Greyson  Soleil Surette  Liz Dennett  Trish Chatterley 《Journal of the Medical Library Association》2013,101(4):287-297

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ACRL Framework: Integrations for Special Libraries     

Liz Fite  Esther Marie Jackson 《图书馆管理杂志》2013,53(8):881-890

Abstract

This column examines the potential applications of the ACRL Information Literacy Framework within special libraries. The authors address the current literature related to the ACRL Framework in special libraries and present two case studies detailing its usage in instruction and outreach initiatives. The first case study relates to an instruction session for interns at Mt. Cuba Center. The second case study relates to teaching users to edit Wikipedia at the New York Botanical Garden. Suggestions for how to integrate the ACRL Framework into future projects as well as suggestions for how information literacy can take on a greater role within the special libraries field are included in the conclusion.  相似文献   

What is the role of an international journal of writing assessment?     

Liz Hamp-Lyons 《Assessing Writing》2013,18(4):A1-A4

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Relevant Changes in Scientific Publishing in Mathematics and Physics     

Inna Shingareva  Carlos Lizárraga-Celaya 《Publishing Research Quarterly》2012,28(4):294-306

Scientific publishing in mathematics and physics (as in other exact sciences) is rapidly changing, and it is important to identify and predict relevant changes and their potential consequences. To understand such changes, the authors begin with a brief history of scientific publishing and the rise of digital publishing. The study presents a qualitative comparison of the basic features of traditional and digital forms of publications (books, journals, libraries and databases, archives, webinars, forums, digital learning materials), on the basis of which relevant changes (specific for mathematics and physics) are identified and predicted. Several tables describing the most popular and useful scientific online tools for scientists, professors, students, and engineers are listed.  相似文献   

Utilisation of search filters in systematic reviews of prognosis questions     

Trish Chatterley  Liz Dennett 《Health information and libraries journal》2012,29(4):309-322

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Progress assessment in Chinese distance education: the voices of learners     

Niu Jian  Liz Hamp‐Lyons 《Open Learning》2013,28(2):111-123

Progress assessment aims to assess students’ performance and progress during a course of study. Its purpose is primarily developmental—to help students improve learning. Progress assessment is of special value in distance education in that it can motivate or pace distance learners throughout their course of study. It can help the tutor monitor the learning process of distance learners, diagnose their problems and provide prompt help and support. However, few empirical studies have been reported in the literature that address the issue of progress assessment from the perspective of Chinese distance learners. This paper investigates the perceptions of Chinese distance learners with regard to the necessity of progress assessment and the way it is being implemented in practice.  相似文献   

Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics,neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’     

Elizabeth J. Done  Mike Murphy  Helen Knowler 《教育政策杂志》2013,28(1):86-100

Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational managerialism are mobilized in an analysis of recent inclusion policy and award requirements. Resistance to the positioning of SENCOs and pupils within a political narrative of economic priority and productivity is conceptualized as a Deleuzo–Guattarian ‘war machine’. The implications of biopolitical orientations for practitioner research are explored with reference to teacher action research.  相似文献   

The quest for an inclusive curriculum and assessment culture: The national council for vocational awards 1991–2001     

Mary‐Liz Trant 《Irish Educational Studies》2013,32(1):19-32

This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research.  相似文献   

Professional development for teachers: a world of change   总被引：1，自引：1，他引：0  

Vivienne Collinson  Ekaterina Kozina  Yu‐Hao Kate Lin  Lorraine Ling  Ian Matheson  Liz Newcombe 《欧洲师范教育杂志》2009,32(1):3-19

As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re‐thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA.

However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty‐first century depends on education policies being supported by expanded teacher participation in education policy‐making, more coherent governmental policies across agencies, and collaborative, differentiated models for career‐long continuing professional development.  相似文献