From Co-Location to Collaboration: Working Together to Improve Student Learning     

Susan E. Montgomery  Suzanne D. Robertshaw 《Behavioral & Social Sciences Librarian》2013,32(2):55-69

An academic librarian and the coordinator of a campus tutoring and writing center recently relocated to the library researched their value to second-year students. Differences in the amount and type of available data called for conducting in-depth interviews with students about their research and writing processes. The researchers also reviewed relevant material regarding similar collaborative efforts at other college and universities. The gaps revealed in the environmental scan along with the best practices of librarian/writing center collaboration helped determine future steps needed for both units to move from mere co-location to working in true collaboration.  相似文献   

Mentoring to Grow Library Leaders     

Suzanne Sears 《图书馆管理杂志》2013,53(2):127-134

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Going Critical: Perspective and Proportion in the Epistemology of Rob Kling 1     

John Leslie King  Suzanne Iacono  Jonathan Grudin 《The Information Society》2013,29(4):251-262

One foundational element of Rob Kling's research and writing is his critical perspective on the nature, role, and dynamics of computerization. His main argument was that one should view as dubious any statements that are not grounded in empirical evidence or theoretical analysis. Rob's work was replete with critical refutation, in which he challenged assumptions or statements about computerization and provided alternative interpretations. Much of his work delivered indictments against hyperbolic statements that claimed either utopian or dystopian outcomes from computerization. However, some of his own writings on emerging technologies tended to be dismissive and marginalizing, revealing in his own work some of the weaknesses he pointed out in others' rhetoric and writing. This article identifies intellectual traps inherent in critical perspectives that can catch even the most acute practitioners. The objective is to help elucidate and stabilize the epistemological foundations for Rob's critical perspective on the role of computerization.  相似文献   

Environmental Information Systems in Industry and Public Administration: Claus Rautenstrauch and Susanne Patig, Hershey, PA: Idea Group Publishing, 2001, 436 p., $119.95 (cloth). ISBN 1-930708-02-5 Also available via NetLibrary, Inc. http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=60696     

Suzanne L. Holcombe   《Government Information Quarterly》2002,19(4):428

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Design and Practice: Education in the Formation of the New China in the Twentieth Century     

Suzanne Wilson Barnett 《History of education quarterly》2003,43(4):616-622

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Education at a Crossroads: Intrinsic Motivation or Extrinsic Rewards     

Libby V. Morris 《Innovative Higher Education》2008,33(1):1-3

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Publishing in Innovative Higher Education     

Libby V. Morris 《Innovative Higher Education》2005,30(1):3-5

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Archiving Derrida     

Marla Morris 《Educational Philosophy and Theory》2003,35(3):297-312

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Appendix A: Correlations Among Vectors of Factor Scores for Seven Random Samples of 6-Year-olds     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):99-100

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Study factors and their impact on military school performance measures     

George Seymour  Ray Main  Josephine Randel  Barbara Morris 《Educational technology research and development : ETR & D》1991,39(2):19-28

A 16-dimension survey to assess study skills was designed and administered to 705 students enrolled in five Navy schools. After revision based on reliability analyses, validity analyses were performed at two of the schools by correlating survey responses with test performance measures. At one school, correlations indicated that those students who were more competitive or motivated, had higher concentration or memorization skills, or asked more questions performed significantly better on the most difficult tests in the school. At the second school, using partial correlations to control for student ability, study factors reliably predicted test performance, irrespective of student ability. Multiple regression coefficients of .618 and .379 supported the independent contribution of several study factors to test performance. Selected study skill training resources used by the military are identified and functional research directions are described.The opinions expressed in this research report are those of the authors, are not official, and do not necessarily reflect the views of the U. S. Navy Department. The critical comment on an earlier version of this report by Jack Edwards and three anonymous reviewers is appreciated.  相似文献