Using Bloom's Taxonomy to Teach Critical Thinking Skills to Business Students     

Nancy Nentl  Ruth Zietlow 《College & Undergraduate Libraries》2013,20(1-2):159-172

ABSTRACT

Using Bloom's Taxonomy, this article provides a practical approach for enhancing critical thinking by business students. The article first describes Bloom's Taxonomy and how the model may be used as a framework for engaging business students in higher-order thought. It then explains how secondary research methods can be used to move business students to the higher planes of thought identified in Bloom's Taxonomy. Lastly, Herrick's criteria are used as a framework to analyze and evaluate the quality of secondary sources.  相似文献   

West Side Story Read From Below: Young Puerto Rican Women's Cultural Readings     

Kennaria Brown 《The Communication Review》2013,16(3):193-215

Critics have hailed West Side Story as both a masterpiece and a caricature of Puerto Rican culture. However, the perspectives of everyday Puerto Ricans are largely missing from the discourse. Therefore, this audience reception study approaches a group of young Puerto Rican women as cultural readers to learn their interpretations of West Side Story as a reflection of their standpoint and the film's current cultural relevance. The participants rejected Natalie Wood's Maria for being “insufficiently” Puerto Rican, while identifying with the “America” scene because it reflected their own gendered tensions. Their readings acknowledged the caricatures, yet validated West Side Story as a cultural text with modern-day relevance, though less so than with previous generations of Puerto Ricans.  相似文献   

Teaching Patrons to Fish: The Educational Value of Cancelling Requests for Locally Available Materials     

Ruth Sara Connell  Tschera Harkness Connell 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):147-165

Expansive document delivery service for locally available materials is becoming increasingly popular, but is a learning component lost with the implementation of this service? In this study, the authors compare data from two institutions, one that provides an unadvertised document delivery service without instruction, and another that cancels requests for locally available materials with an instructional component. The behavior of each institution's patrons over a 4-year period is analyzed and found to differ at statistically significant levels. These findings will be useful for interlibrary loan policy makers who are considering whether to implement document delivery for locally available items.  相似文献   

A Review of: “Essential Evidence: Medicine that Matters”     

Reviewed by Nicole Mitchell 《Medical reference services quarterly》2013,32(1):105-106

The Taubman Health Sciences Library (THL) is integrated in all four years of the University of Michigan Medical School (UMMS) curriculum. Information resources are introduced at strategic points throughout the curriculum so that students receive training at times when they are most likely to need the resource. Most of the core instruction sessions are taught in teams that consist of librarians and UMMS faculty, which provides unique learning opportunities for students. This article describes each THL instruction activity in the four-year undergraduate UMMS curriculum and provides commentary on the overall effectiveness of this integrated approach to instruction.  相似文献   

Building the UK Research Reserve: Using Coordinated De-Duplication to Create a Collaborative Print Journal Collection     

Chris Brown 《期刊图书馆员》2013,64(1):38-54

This article outlines the workings of the UK Research Reserve, a collaborative initiative releasing space in Higher Education libraries within the United Kingdom, while ensuring the retention and availability of a national print journal collection. The method used to process material and identify holdings suitable for disposal is described. The salient issues in the process are identified and discussed, as are some of the challenges that have been encountered to date.  相似文献   

The Maricopa Integrated Risk Assessment Project: A New Way of Looking at Risk     

Ruth A. Unks  Linda Thor 《Community College Journal of Research & Practice》2013,37(11):904-906

This article reviews the Maricopa Integrated Risk Assessment (MIRA) project and discusses its challenges and successes. Strategies and resources are offered for assisting community college administrators, faculty, and staff to successfully implement enterprise risk management at their institutions.  相似文献   

Community Colleges and Job Training     

Ruth I. Cape 《Community College Journal of Research & Practice》2013,37(3):267-271

Students who graduated from a teacher education program at a large public university were contacted to determine if they were teaching. Those who were teaching were also asked if they were teaching in the communities where they lived prior to attending college. A comparison of the graduates who were community college transfer students and graduates who were university native students was conducted. The results indicated that community college transfer students were less likely to be teaching following graduation, but that those transfer students who were teaching were as likely as native students to be teaching in their communities.  相似文献   

Efficacy of the indirect approach for estimating structural equation models with missing data: A comparison of five methods     

R. L. Brown 《Structural equation modeling》2013,20(4):287-316

Incomplete or missing data are routinely encountered in structural equation problems. Although current literature supports the use of a direct approach for modeling the missing values in a structural equation model, many situations are not applicable for the effective use of this approach. This leaves the use of an indirect approach for dealing with missing information. There is a general lack of knowledge regarding the efficacy of the use of the indirect approach in structural equation modeling. This article assesses the efficacy of five indirect methods for estimating parameters in a structural equation model with various levels of missing data.  相似文献   

Assessing specific mediational effects in complex theoretical models     

Roger L. Brown 《Structural equation modeling》2013,20(2):142-156

Numerous theoretical structures involve the concept of mediation, the mechanism that accounts for the relation between the predictor and the criterion. The, empirical interpretation of mediation has employed multiple independent models to assess components of the overall structure in a piecemeal manner. This article discusses various limitations of using this independent approach and proposes the use of structural equation modeling (SEM) as an alternative. The article furthermore distinguishes current limitations in using SEM software for assessing mediation in complex structures and presents a strategy for supplemental details that more accurately measure the magnitude of mediational effects, in particular, specific indirect effects.  相似文献   

Comparing State High School Assessments to Standards for Success in Entry-Level University Courses     

Richard S. Brown  David T. Conley 《Educational Assessment》2013,18(2):137-160

States have moved rapidly over the past 20 years to institute systems of standards and assessments. State assessments in particular take on added importance at the high school level as they are required for graduation by an increasing number of states. Federal legislation mandating testing in high school also serves to increase the stakes and impact of state exams. Many states are also using high school exams for postsecondary purposes, although the content and criterion validity of these exams in relation to students' post-high school pursuits is not well documented. Though no state exam was developed with the express intent of aligning specifically with postsecondary education, it is nonetheless important to understand this linkage given the wide-ranging use of high school exams across the country. This study analyzed the content of state tests relative to a set of standards that identify knowledge and skills necessary for success in entry-level university courses. A total of 60 math and English assessments from 20 states were analyzed along a number of alignment dimensions. Exams were found to be moderately aligned with a subset of the university standards, but in an uneven fashion. English exams were somewhat more aligned than math exams, but math exams had high alignment in some specific standard areas, and English exams aligned poorly or not at all in areas requiring higher order thinking. In the future, states using high school exams for postsecondary purposes may want to examine the content of state standards and exams to determine their relationship to college-readiness criteria.  相似文献