Practice-Based Design of Information Systems: Notes from the Hyperdeveloped World     

Lucy A. Suchman 《The Information Society》2002,18(2):139-144

This paper offers reflections on information systems design based in everyday practices. Drawing on experience in what I name the hyperdeveloped world of industrial research and development in the United States, I outline a series of concerns, organized under the themes of information flows, local improvisations and work practices. I then offer a set of alternative understandings of change and innovation that underwrite a practice-based design approach. These include a view of innovation as indigenous to technologiesin-use, an emphasis on the investments needed to create sustainable change, and an orientation to artful integration as an objective for information systems design.  相似文献   

The effect of Braille orthography on blind children’s phonological awareness     

Barbara Dodd  Lucy Conn 《Journal of Research in Reading》2000,23(1):1-11

Little is known about the phonological awareness and literacy skills of children who are blind. Fifteen 7–12 year old blind children were assessed on standardised measures of intelligence, spelling and reading. They performed poorer when reading than their chronological age would predict. Their phonological awareness skills were compared with a sighted group matched for chronological age (CA). The blind children performed poorer than the CA matched group. In a second experiment, the effect of Braille orthography on phonological awareness was investigated by comparing blind and CA matched children’s ability to segment heard words, which are written in Braille with and without contractions. Words with Braille contractions were less well segmented by the blind children. The results suggest that the nature of the orthography learned affects phonological awareness.  相似文献   

Merging Academics and Police Training: Washington State University’s Department of Police Science and Administration and the Law Enforcement Assistance Act of 1965     

Lucy Edwards Hochstein 《Journal of Criminal Justice Education》2016,27(4):473-484

The Law Enforcement Assistance Act of 1965 prompted a nationwide movement to create and expand police education programs at colleges and universities across America. This paper details the actions of the well-established Washington State University Department of Police Science and Administration program in response to the passage of the 1965 Act. Among the actions taken, the program’s leaders responded to calls for their expert advice in setting up new programs, increased the number of undergraduates in their program to answer greater demands for college training opportunities for current and future police officers, and admitted more students to their graduate program so as to provide qualified teachers for new academic programs being created through the Act’s funding.  相似文献   

Millennial Students' Mental Models of Search: Implications for Academic Librarians and Database Developers     

Lucy Holman 《The Journal of Academic Librarianship》2011,37(1):19-27

Today's students exhibit generational differences in the way they search for information. Observations of first-year students revealed a proclivity for simple keyword or phrases searches with frequent misspellings and incorrect logic. Although no students had strong mental models of search mechanisms, those with stronger models did construct more complex searches.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens     

Avraamidou  Lucy 《Cultural Studies of Science Education》2020,15(2):323-345

Cultural Studies of Science Education - In this conceptual paper, I put forward an argument about the conceptualization of science identity as a landscape of becoming by placing emphasis on...  相似文献   

Reflecting gendered experiences of student-staff partnership: a student standpoint using poetic transcription     

Lucy Mercer-Mapstone  Rachel Guitman  Anita Acai 《Teaching in Higher Education》2019,24(6):809-818

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What Institutional Websites Reveal About Diversity-Related Partnerships Between Academic and Student Affairs     

Lucy A. LePeau  Sarah S. Hurtado  Ryan J. Davis 《Innovative Higher Education》2018,43(2):125-142

Little is understood about how campus educators within Academic Affairs and Student Affairs use institutional websites to articulate what their institutional commitments to diversity, inclusion, and social justice are and how they are enacted. Through an exploratory content analysis using LePeau’s (2015) framework on pathways to partnership (i.e., complementary, coordinated, and pervasive) to address diversity, inclusion, and social justice aims, we examined 23 institutional websites to determine what types of Academic Affairs and Student Affairs partnerships institutions employed. Findings revealed predominantly complementary partnerships, which means maintaining the distinct cultures of Academic Affairs and Student Affairs in diversity, inclusion, and social justice efforts.  相似文献   

Giving priority to evidence in science teaching: A first‐year elementary teacher's specialized practices and knowledge     

Lucy Avraamidou  Carla Zembal‐Saul 《科学教学研究杂志》2005,42(9):965-986

The purpose of this qualitative case study was to examine the nature of a first‐year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three audiotaped interviews, six videotaped classroom observations, lesson plans, and samples of students' work. The findings of this study reveal that the teacher gave priority to evidence by frequently engaging students in collecting evidence through observations and investigations, recording and representing evidence, and using that evidence to construct explanations. The findings of this study also illustrate that critical experiences during preparation to teach and specific university coursework acted as sources through which the teacher's specialized knowledge for giving priority to evidence was generated. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 965–986, 2005  相似文献   

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice     

Lucy Rai  Theresa Lillis 《Teaching in Higher Education》2013,18(4):352-364

Writing plays a central role in social work practice and in the qualifying programmes studied by student social workers. The research on which this paper is based explores the value of writing undertaken in higher education to writing for professional practice in social work. Drawing on data sources from a ‘text oriented ethnography’, this paper explores the reflections of five recently qualified social workers making the transition from academic to professional practice. The significance of this study is heightened as social work practice and education are undergoing significant review at the time of writing. This review has identified the role of writing as important in both academic and practice domains. The paper suggests that there is currently no clear progressive link between academic writing in social work and the writing in practice required of graduate social workers. This paper offers some reflections on the implicit and explicit value of writing in an academic context to writing in professional practice.  相似文献