Interorganizational collaboration and community building for the preservation of state government digital information: Lessons from NDIIPP state partnership initiative     

Hyuckbin Kwon  Theresa A. Pardo  G. Brian Burke 《Government Information Quarterly》2009

As a part of the National Digital Information Infrastructure and Preservation Program (NDIIPP), the Library of Congress (LC), partnering with the Center for Technology in Government (CTG), launched an effort in 2005 to integrate state governmental entities into the national network to preserve born-digital information that is both significant and at risk of loss. The main theme that emerged from the efforts of LC, CTG, and the state and federal digital preservation community was the importance of partnership efforts and collaborative strategies for the preservation of state government digital information. Based on the findings of the initiative, this paper discusses challenges and opportunities regarding interorganizational collaboration and community building for digital preservation of state government information. Following the community of practice framework, it is recommended that a “state government digital information preservation community” be developed to facilitate collaboration across agencies and knowledge professionals in state governments.  相似文献   

Travel with a Time Lord: using media to enhance literacy     

Jacqueline Harrett  Theresa Benjamin 《Literacy》2009,43(3):134-142

This article reports on a UKLA‐funded project in which a group of 10 teachers in South Wales were involved. The televised science fiction drama Doctor Who was chosen as the theme as it was based on popular culture as well as being of local and national interest. The main character in this television drama is an alien who can fly through time and space in a machine called the Tardis. The aim of the project was to improve standards in literacy, with writing as a particular focus and make teachers more aware of the effective use of media resources. Teachers were provided with an information pack containing sample lessons but were actively encouraged to implement the project in whichever way they chose. Questionnaires given to teachers before and after the project reflected a more positive attitude towards using media resources at the end. Pupils, aged between 8 and 11 years old, were given writing journals as part of the project and focus groups interviewed. It proved difficult to ascertain if standards had improved although pupil enthusiasm was a recognisable feature. The value of learning across the curriculum was another element that emerged during the course of the project. Results indicated that more training is required to enable teachers to use media resources and cross‐curricular approaches more confidently in their teaching.  相似文献   

Drawing a line in the sand: Identifying the borderzone between self and other in EL1 and EL2 citation practices     

Theresa Ann Hyland 《Assessing Writing》2009,14(1):62-74

Current concerns about academic plagiarism in student writing assume qualitative and quantitative differences in the writing of students for whom English is a first language (EL1) and English is a second language (EL2), but lack precision in measuring those differences. I examined the citation practices of EL1 and EL2 students in a timed writing proficiency assessment essay by applying Web-Based Interactive ESL Text Evaluation System (WIETES) software to identify borrowed texts by classifying these references in 16 bounding and documenting categories on a Reading Reference Grid. Results showed few differences overall between EL1 and EL2 referencing practices, as all students shared three common weaknesses in citation practice: vague references, patchwriting and confusion of quotes and paraphrases. Moreover, all students seemed to go through four stages in their development of coherent citation practices, although no EL2 students functioned at the highest level of citation practice. Interviews with the students about their referencing practices indicated that both groups claimed ownership of ideas from the source materials which they expressed in their own words, and they cited correctly more often when they had prior knowledge of the topic of the reading. I conclude with a call to administrators of writing assessments to include judgements of bounding and documenting practices in analytic rating scales.  相似文献   

Sleep Habits and Patterns of College Students: An Expanded Study     

Walter Buboltz Jr.  Steve M. Jenkins  Barlow Soper  Kevin Woller  Patrick Johnson  Theresa Faes 《Journal of College Counseling》2009,12(2):113-124

This study represents an expansion of previous research investigating the prevalence of sleep difficulties in college students. Sleep quality and sleep habits were assessed via self‐report questionnaires. Poor sleep quality was reported by 22.6% of participants, whereas 65.9% replied that they experienced occasional sleep problems. More than half of the respondents noted feeling tired in the morning. Implications for counselors and their institutions are discussed.  相似文献   

Professors' and teachers' views of competencies necessary for mainstreaming     

Madonna Theresa Goodspeed  Beverly Kay Celotta 《Psychology in the schools》1982,19(3):402-407

College professors' and classroom teachers' views of competencies necessary for mainstreaming were compared for II categories of competencies (75 competencies in all). The results indicate that teachers attach more importance to the set of competencies than do professors; there were significant differences between the two groups on approximately one-third of the items. In all cases, the teachers thought the competency was more important than did the professors. Means of the II categories were rankordered for both groups. Differences in rank were nonexistent or slight for most of the items. The three items on which there was a four-point difference in rank were: goalsetting and curriculum development (viewed as more important by the professors), and communication and assessing students' needs (viewed as more important by the teachers).  相似文献   

Taking the long view on light     

Theresa Levitt 《Metascience》2014,23(1):83-85

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“I have this computer,what do i do now?” Using technology to enhance every child's learning     

Sharla L. Snider  Theresa L. Badgett 《Early Childhood Education Journal》1995,23(2):101-105

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Introduction     

Theresa L. Brown  Vince Gotera 《Journal of American culture (Malden, Mass. : 2003)》1993,16(3):1-4

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Preserving the Legacy of PT3 Tools, Strategies & Resources: Knowledge Capture Artifacts     

Anne Ottenbreit-Leftwich  Theresa A. Cullen 《TechTrends》2006,50(3):46-53

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The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis     

Charles W. Anderson  Theresa H. Sheldon  Joann Dubay 《科学教学研究杂志》1990,27(8):761-776

Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.  相似文献