Peer education in the commons: a new approach to reference services     

Neal RE  Ajamie LF  Harmon KD  Kellerby CD  Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413

In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student.  相似文献   

“Ferry Me O’er”: Musing on the Future of Museum Culture     

Neal Stimler 《Curator: The Museum Journal》2010,53(3):373-377

Abstract Museum professionals face unprecedented challenges in the digital world of the twenty‐first century. How will we meet those challenges and who will lead us to the new shore of our future? We need museum professionals who act as ferrymen, guiding the museum community and its constituents through the troubled waters of our age to cultural reform that leads us to the essential purpose of art: love.  相似文献   

Aligning digital and social inclusion: A study of disadvantaged students and computer access     

Nicola Yelland  Greg Neal 《Education and Information Technologies》2013,18(2):133-149

In this paper we discuss the notion of the digital divide and link it with recent policy designed to promote social inclusion in a project that addressed both issues. Families in low socio economic areas of Australia were given computers and Internet access as part of a project that had as its primary aim to support the participation of disadvantaged families in digital activities at home and in schools. The authors collected data over a period of 3 years that included, pre and post surveys with parents and students, interviews with program facilitators, and focus groups with parents. This paper focuses on selected themes that emerged from the interview and focus group data with the parents and explores the ways in which they perceived having the computer had impacted on their lives and those of their school aged children. This data (surveys, interviews and focus groups) reveals that all family members felt that the ownership of a computer enabled them to feel more confident about their active participation in everyday educational, social and community activities. Parents, teachers and students also reported that owning a computer was important to their lives yet they were not naïve to the fact that they still had a lot to learn in terms of using all the options available to them on the computer. Students noted the increased ease with which they could complete school work and communicate with friends in online contexts and outlined some of the ways in which they used the computer for leisure activities. Parents highlighted the increase in their own digital skill levels and described the ways in which their lives had benefitted from having a computer in the home. Problems associated with connectivity at the beginning of the project, the quality of the machines and inadequate initial training were listed as drawbacks to greater participation. The project represents one attempt to address the digital divide and illustrates how going beyond the dichotomy of a ‘haves’ v ‘have nots’ view of the digital divide is necessary if we want to promote social inclusion.  相似文献   

Let’s Cross the Next One: Parental Scaffolding of Prospective Control Over Movement     

Elizabeth E. O’Neal  Shiwen Zhou  Yuanyuan Jiang  Joseph K. Kearney  Jodie M. Plumert 《Child development》2021,92(2):e173-e185

This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain.  相似文献   

Embedding an integrated learning environment and digital repository in design engineering education: lessons learned for sustainability     

Caroline Breslin  David Nicol  Hilary Grierson  rew Wodehouse  Neal Juster  William Ion 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):805-816

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Reframing Doctoral Programs: A Program of Human Inquiry for Doctoral Students and Faculty Advisors     

R. Neal Shambaugh 《Innovative Higher Education》2000,24(4):295-308

The Program of Human Inquiry is proposed as a structure to support scholarly inquiry by graduate students and faculty advisors. The Program provides a foundation that acknowledges human experiences and connects them to program aims in ways that do not limit student and faculty options. It promotes communication among student, committee members, and committee chair, as well as dialogue with oneself. It consists of four components. The first component is an acknowledgment of what one brings to graduate studies. The second component includes a Plan of Study, a summary of coursework, field experiences, formal exam dates, and residency. A third component records rigorous, but negotiated, avenues of inquiry including coursework, readings, research, and conferences. Finally, the Program encourages an ongoing discussion of values and recording of appropriate experiences. This proposal will interest students who wish to get the most out of their graduate experience and faculty who desire to continually re-examine their advising, their graduate program, and their own learning.  相似文献   

Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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Harder Than I Thought: A Qualitative Study of the Implementation of a Total Quality Management Approach in Business Education     

Granger Macy  Joan Neal  Karen K. Waner 《Innovative Higher Education》1998,23(1):27-46

After a brief discussion of the role of Total Quality Management (TQM) in higher education, this article analyzes factors impacting its adoption in the Management Department at Central Missouri State University (Central). In examining the program at Central a brief history of the program is presented along with the results of a qualitative analysis of interviews of the faculty engaged in the program. This information provides useful insights to the development of TQM processes in education. Several key factors are identified including outcomes, the educational process, and student assessment.  相似文献   

Private Speech Moderates the Effects of Effortful Control on Emotionality     

Kimberly L. Day  Amy Neal  Julie C. Dunsmore 《Early education and development》2018,29(2):161-177

Research Findings: In addition to being a regulatory strategy, children’s private speech may enhance or interfere with their effortful control used to regulate emotion. The goal of the current study was to investigate whether children’s private speech during a selective attention task moderated the relations of their effortful control to their anger and sadness. The private speech of 156 preschoolers (age in months: M = 52.10, SD = 9.24, min = 36.20, max = 69.50) was transcribed and coded during a selective attention task. Effortful control was observed and reported by parents. Anger and sadness were reported by parents and observed in a frustration task. Children who used more inaudible muttering had higher levels of sadness. Effortful control interacted with private speech to explain anger. The negative relation of effortful control to anger was significant for children who used low and moderate but not high levels of task-irrelevant private speech. Practice or Policy: The presence of private speech, although it may support regulatory abilities within a task, may be an additional form of evaluation that might help teachers and caregivers decide how best to support children’s learning. These findings suggest that private speech can be used as an indicator of how well children use other regulatory abilities, such as effortful control.  相似文献   

Islamic Education in the United States and the Evolution of Muslim Nonprofit Institutions     

Neal McCluskey 《Journal of School Choice》2018,12(2):309-311

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