Across the campuses and around the globe: Reaching online learners through high-level embedded librarianship     

Lori Lysiak  Emily Mross  Victoria Raish 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):13-34

In response to strategic and administrative goals, a large R1 public university with 24 campuses developed a programmatic embedded librarian pilot in 2016. This pilot provided high-level embedded librarianship to a growing online education program with learners located domestically and abroad. Embedded teams included librarians at regional campuses, instructional designers, and course faculty. Together the teams created new support systems and resources for online learners. This case study offers reflections and considerations for a team-based approach to high-level embedded librarianship online. Ultimately, the authors determined that successful programmatic embedded librarianship must be strategic and intentional with carefully cultivated, team-designed courses.  相似文献   

Using the Malcolm Baldrige National Quality Award in Teaching: One Criteria,Several Perspectives*     

James A. Belohlav  Lori S. Cook  Daniel R. Heiser 《Decision Sciences Journal of Innovative Education》2004,2(2):153-176

The Malcolm Baldrige National Quality Award (MBNQA) has influenced the thinking and operations within organizations from all sectors of the American economy. This paper presents the experiences of three faculty members who have used the Criteria for Performance Excellence and the underlying concepts of the MBNQA to enhance the learning experiences of their students. The authors discuss how Dale's Cone of Experience is employed, by means of concrete exercises and experiences, to better leverage the student's ability to understand the abstract concepts. The formal, end‐of‐term student evaluations indicate that the described approach has led to a higher level of student engagement in the learning process, as evidenced by more abundant and higher‐quality feedback to the instructors.  相似文献   

Pre‐schoolers,print and storybooks: an observational study using eye movement analysis     

Laura M. Justice  Lori Skibbe  Andrea Canning  Chris Lankford 《Journal of Research in Reading》2005,28(3):229-243

This study used eye‐gaze analysis to determine the extent to which pre‐school children visually attended to print when looking at two storybooks, to contrast visual attention to print for a print‐salient versus a picture‐salient storybook, and to study individual differences in pre‐schoolers' visual preferences. Results indicated that pre‐school children infrequently attended to print: in a traditional picture‐salient storybook, 2.7% of their fixations focused on print and 2.5% of their time was spent looking in regions of print. The children fixated more frequently on print and spent more time looking in print regions when reading a print‐salient storybook, within which 7% of fixations focused on print and 6% of time was spent in print zones. Effect size estimates showed this difference to be consistent with a very large effect. Little variation in visual attention to print was observed across the ten children, and children's alphabet knowledge was not associated with the variance in children's visual attention to print. Educational implications are discussed.  相似文献   

Startup size and the mechanisms of external learning: increasing opportunity and decreasing ability?     

Paul Almeida  Gina Dokko  Lori Rosenkopf 《Research Policy》2003,32(2):301-315

An important area of investigation in the field of entrepreneurship examines how people and organizations exploit technological opportunities. Prior research suggests that alliances, the mobility of experts, and the informal mechanisms associated with geographic co-location can present firms with useful opportunities to source technological knowledge. This paper uses insights from strategic management and organizational theory to suggest that organizational size may have an important impact on the extent of external learning, since it differentially affects the likelihood of learning via formal and informal mechanisms.Examining a cross-section of semiconductor startups, we find that external learning increases with startup size. With regard to the specific mechanisms of learning, we find that firms learn from alliances regardless of their size. For the informal mechanisms of mobility and geographic co-location, however, learning decreases with firm size. These results suggest that as startups grow, they may have increasing opportunities to access and exploit external knowledge, but their motivation (and hence ability) to learn from more informal sources may decrease.  相似文献   

Catalogers’ Perceptions and Use of Social Media and Conventional Information Sources for Professional Development     

Lori J. Terrill 《Cataloging & classification quarterly》2014,52(2):181-228

Many professional development information sources are available to catalogers, who may be constrained by limited time and money to devote to them. This article reports the results of a survey gathering information on six types of information sources: journal articles, conferences, electronic discussion lists, blogs, microblogs, and social networking sites. Catalogers rated these resources regarding their importance to filling professional development needs, the reliability of the information disseminated, and their usefulness for obtaining specific types of information. The results should help catalogers and their administrators decide where to focus their attention both as consumers and disseminators of continuing education information.  相似文献   

Theories of change and outcomes in home-based Early Head Start programs     

Helen H. Raikes  Lori A. Roggman  Carla A. Peterson  Jeanne Brooks-Gunn  Rachel Chazan-Cohen  Xiaoyun Zhang  Rachel F. Schiffman 《Early childhood research quarterly》2014

Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs.  相似文献   

Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations     

Aeran Choi  Brian Hand  Lori Norton-Meier 《Research in Science Education》2014,44(2):267-287

This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public school completed two inquiry-based investigation units, one per semester, followed by asynchronous online discussions using the Moodle forum. Among the 129 students, 107 students produced 739 notes in the plant investigation online discussion and 111 students produced 686 notes in the human health investigation online discussion. Results indicate that students were actively engaged in the online discussions about inquiry investigations with comments being focused on providing more evidence and backing for claims and negotiating evidence in both investigations. The students also engaged in challenging and querying the test procedures and reference sources as the basis for evidence. Implications are discussed for science teaching and learning and further study on argument-based inquiry in online environments.  相似文献   

Doug Kirby's contribution to the field of sex education     

Leslie M. Kantor  Lori Rolleri  Katherine Kolios 《Sex education》2014,14(5):473-480

Doug Kirby transformed the field of sex education by conducting rigorous research that led to new, critical insights about ways to strengthen programmes, evaluation and policies related to sexual health throughout the world. Throughout his career, Kirby was meticulous in compiling evidence and translating findings into actionable recommendations for interventions, research and policy. He published more than 150 scientific articles, book chapters and monographs that have been widely cited and more than 900,000 copies of his publications have been distributed. Kirby's impact has been recognised with awards from numerous professional organisations and his unique and powerful scientific voice is greatly missed by his colleagues and friends.  相似文献   

Connections and critique: Feminist pedagogy and science teacher education     

Gail Richmond  Elaine Howes  Lori Kurth  Constanza Hazelwood 《科学教学研究杂志》1998,35(8):897-918

In this article, we authors and feminist science and teacher educators share assignments we developed and used in our undergraduate and graduate teacher education classes. We designed these varied assignments to help students feel comfortable with science, to begin to understand and critique the many ways science has been narrowly and powerfully shaped and has marginalized significant groups of individuals, and to begin to deconstruct scientific knowledge and construct alternative views of science and science education that are gender and culture sensitive. We also challenged them to use what they were learning to develop pedagogical strategies that would be inviting to their own students. The focus of the article is our students' reactions to these assignments and how these reactions—both inviting and resisting—informed us about their notions of science, of teaching, of themselves as learners, and of the social context in which they would teach. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 897–918, 1998.  相似文献   

Freedom's Witness: The Civil War Correspondence of Henry McNeal Turner. Jean Lee Cole,Editor. Morgantown: West Virginia University Press, 2013.     

Lori Duin Kelly 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):87-88

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