Redefining high performance in Northern Ireland: Deeper learning and twenty-first century skills meet high stakes accountability     

James H. Nehring  Stacy Szczesiul 《Journal of Educational Change》2015,16(3):327-348

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Media,Culture, and the Meanings of Hockey     

Stacy L. Lorenz 《国际体育史杂志》2015,32(17):1973-1986

This essay describes a plan for investigating the cultural meanings of hockey in Canada by examining media narratives of high-level amateur and professional hockey during the late nineteenth and early twentieth centuries. In particular, this project analyzes English Canadian newspaper coverage of Stanley Cup games between 1894 and 1907, as well as the telegraph reconstructions that enabled fans to share a simultaneous experience of distant games. Media coverage of hockey brought Canadians into local and national communities of interest, while constructing narratives of manhood, regional rivalry, and civic pride. Hockey played a significant role in the construction of gender and class identities, and in debates about amateurism, professionalism, and community representation in sport. By exploring key issues related to media, gender, and community identities in early hockey, this research addresses important gaps in the study of sport history and the analysis of sport and Canadian popular culture.  相似文献   

Identifying and re-imagining the paradox of workplace bullying advice     

Stacy Tye-Williams  Kathleen J. Krone 《Journal of Applied Communication Research》2017,45(2):218-235

The present study contributes to the growing body of research on workplace bullying by examining the advice targets receive along with their interpretations of its usefulness. Based on an analysis of interviews with 48 individuals from a variety of occupations, we identified a paradox of workplace bullying advice where targets described themselves as offering the same advice to other targets they had received, even though they believed following the advice either would have made no difference or made their own situations worse. We address the paradox by considering the possibility that urging individual targets to ‘remain calm’ and ‘stay rational’ overestimates the difference a single individual can make, downplays the significance of strong emotional responses to bullying, and constrains the ability to think and act with greater freedom.  相似文献   

Is What’s “Trending” What’s Worth Purchasing? Insights from a National Study of Collection Development Librarians     

Sarah W. Sutton  Rachel Miles  Stacy Konkiel 《期刊图书馆员》2017,72(1-4):134-143

ABSTRACT

New forms of data like altmetrics are helping librarians to make smarter decisions about their collections. A recent nationwide study administered to librarians at R1 universities shines light on exactly how these metrics are being applied in academia. This article is based on a presentation from the NASIG 31st Annual Conference. It includes survey results addressing previously unknown rates of technology and metrics uptake among collection development librarians, the most popular citation databases and altmetrics services being used to make decisions, and surprising factors that affect attitudes toward the use of metrics.  相似文献   

“And Other Duties as Assigned”: Expanding the Boundaries of the E- resource Lifecycle to Get Things Done     

Marcella Lesher  Stacy Fowler  Esta Tovstiadi 《期刊图书馆员》2016,70(1-4):272-276

This presentation focused on how elements of the electronic resource lifecycle, such as those described in the NASIG Core Competencies for Electronic Resource Librarians and the Techniques for Electronic Resource Management, apply to the management of physical library projects, including the weeding and shifting of physical collections, a digitization project, as well as other “duties as assigned” that are part of the average librarian’s workload at a small library. Additionally, this presentation touched on issues related to managing print and electronic collections in law libraries.  相似文献   

A coaching intervention for college students with Attention Deficit/Hyperactivity Disorder     

Stacy L. Swartz  Frances Prevatt  Briley E. Proctor 《Psychology in the schools》2005,42(6):647-656

In this article we describe coaching as an intervention for college students with attention deficit/hyperactivity disorder (ADHD). Coaching college students with ADHD empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. We also present an example of a representative client to illustrate the methods used in coaching. Given the increased risks facing college students with ADHD, coaching is a useful complement to academic advising and intensive therapy. Our discussion includes obstacles to implementing and evaluating an ADHD coaching intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 647–656, 2005.  相似文献   

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions     

Stacy R. Johnson  Kristy J. Finlon  Carroll E. Izard 《Early education and development》2016,27(7):896-913

Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers’ social and emotion behaviors during semistructured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and questionnaires were completed by teachers and parents to provide psychometric comparisons to the observational system. Findings support both the reliability and criterion-related validity of the behavior indicators and emotion expressions that make up the BEEOS. Preschoolers in the current sample engaged in expected patterns of social behavior and emotion expression. Furthermore, both constructs were related to teacher and parent reports of preschoolers’ social behavior, externalizing and internalizing symptomatology, emotion regulation, and perceived emotion expressions. Practice or Policy: Findings suggest that the BEEOS can be used to supplement caregiver report and standardized assessments of preschoolers’ social and emotion behaviors. The potential applications and implications of the BEEOS for research and education are discussed and include informing teaching planning and practices as well as the effectiveness of social-emotional interventions.  相似文献   

Introduction to the Special Issue: Combating Chronic Absence     

Michael Gottfried  Stacy B. Ehrlich 《Journal of Education for Students Placed at Risk》2018,23(1-2):1-4

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Making Sense out of Incentives: A Framework for Considering the Design,Use, and Implementation of Incentives to Improve Attendance     

Rekha Balu  Stacy B. Ehrlich 《Journal of Education for Students Placed at Risk》2018,23(1-2):93-106

ABSTRACT

Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. As researchers work toward understanding the impact of different interventions and practices, and how results vary by grade level, on-the-ground experiences in schools highlight the pervasive use of incentives from pre-K to grade 12. Schools have employed a wide range of incentives to improve attendance, with varied levels of success. Unfortunately, there is little guidance on what policymakers and practitioners ought to consider when deciding if incentives are an appropriate intervention, and then how to design incentives in ways that align with the nature of specific attendance barriers and problems. This article presents a framework to fill that gap. We outline the design considerations when creating attendance incentives and offer guidance to practitioners deciding what to implement in their school.  相似文献   

School-linked and school-based health services: A renewed call for collaboration between school psychologists and medical professionals     

Steven R. Shaw  Desmond P. Kelly  Jane C. Joost  Stacy J. Parker-Fisher 《Psychology in the schools》1995,32(3):190-201

Health care and education reform provide opportunities to build systems that promote rather than retard collaboration between school psychologists and medical professionals. School-linked and school-based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first-aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at-risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, school psychologists and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfill the potential of SLSBHS.  相似文献