Twentieth‐Century America: Politics and Power in the United States, 1900–2000     

Susan Grove Hall 《Journal of American culture (Malden, Mass. : 2003)》2005,28(2):255-256

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Strategies for Building Digitized Collections: by Abby Smith. Strategies and Tools for the Digital Library. Washington, DC: Digital Library Federation and Council on Library and Information Resources, 2001. 35 pp. $20.00 soft ISBN 1887334874     

Susan Hamburger 《Library Collections, Acquisitions, and Technical Services》2003,26(4):470-471

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Not Proved: Reply to Wynn     

Ann Wakeley  Susan Rivera  & Jonas Langer 《Child development》2000,71(6):1537-1539

Findings on whether young infants look longer at incorrect addition and subtraction have been inconsistent or, as in our study, negative. We hypothesize that imprecise ordinal calculating with very small numbers of objects develops in late infancy and precise calculating in early childhood.  相似文献   

Television and children’s reading behavior     

Susan B. Neuman 《Publishing Research Quarterly》1985,1(1):63-67

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Collaboration between 3- and 4-year-olds in self-initiated play on instruments     

Susan Young 《International Journal of Educational Research》2008,47(1):3-10

This article reports on a study of collaborative music-making on instruments among 3- and 4-year-old children. An area equipped with musical instruments was provided as a free-choice play option in an early childhood setting and a fixed camera recorded the children's play continuously during a number of visits. From the total 17 h of data five episodes of paired play were selected. Through a process of comparison across these episodes, it was established that children were coordinating their play through a repertoire of communicative and expressive behaviours. One episode of paired play considered to be representative was micro-analysed in detail.  相似文献   

A collaborative assessment of students’ placement learning     

Susan Cooper 《Assessment & Evaluation in Higher Education》2017,42(1):61-76

The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life.  相似文献   

The NCTQ Selectivity Standard and Principal Evaluation of Teacher Preparation     

Susan Tracz  Colleen Torgerson 《The Teacher Educator》2017,52(1):8-21

Ratings published by the National Council on Teacher Quality (NCTQ) require selectivity in admission to educator preparation programs. NCTQ provides a list of citations to support the selectivity standard termed “strong support.” A review of each citation in the list found little or no support for the standard. Original data was collected examining employment supervisor ratings of over 11,000 teachers’ preparation and analyzed for correlations and differences based on the selectivity standard. No significant differences were found between supervisor ratings of teachers who met or did not meet the NCTQ test standard and no significant correlations were found between the selectivity tests, grade point average, and principal ratings of teachers. These findings bring into question the listed selectivity standard and the rationale for its inclusion in NCTQ's public ranking process.  相似文献   

Air and light and time and space: how successful academics write     

Susan Carter 《高等教育研究与发展》2017,36(7):1515-1517

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Searching for Safety Online: Managing "Trolling" in a Feminist Forum     

Susan Herring  Kirk Job-Sluder  Rebecca Scheckler  Sasha Barab 《The Information Society》2002,18(5):371-384

A common phenomenon in online discussion groups is the individual who baits and provokes other group members, often with the result of drawing them into fruitless argument and diverting attention from the stated purposes of the group. This study documents a case in which the members of an online community--a feminist web-based discussion forum--are targeted by a "troll" attempting to disrupt their discussion space. We analyze the strategies that make the troller successful and the targeted group largely ineffectual in responding to his attack, as a means to understand how such behavior might be minimized and managed in general. The analysis further suggests that feminist and other nonmainstream online forums are especially vulnerable, in that they must balance inclusive ideals against the need for protection and safety, a tension that can be exploited by disruptive elements to generate intragroup conflict.  相似文献   

Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada     

Susan C. Walsh  Susan M. BrighamYina Wang 《Teaching and Teacher Education》2011,27(3):657-665

In this paper, we consider the difficulties that a group of internationally educated female teachers (female IETs) encountered in the process of seeking certification in the Canadian Maritimes. We read their experiences in the context of neoliberalism, in particular how they are positioned in the labour force and also the teaching profession. We consider the material effects of differences such as gender, race, ethnicity, and regional location for the female IETs. Further, we underscore implications for teacher education.  相似文献