Examining Massive Digital Libraries (MDLs) and Their Impact on Reference Services     

Andrew Weiss 《The Reference Librarian》2013,54(4):286-306

Massive Digital Libraries such as Google Books and the HathiTrust can provide libraries with virtual ready-reference collections that match the scope of print collections. Their impact reaches into the tens of millions of public domain and copyrighted titles. Yet, problems persist with these digitized book collections. This article examines some of the flaws and unintended consequences of relying on Massive Digital Libraries at the expense of local print collections. Such problems include lack of metadata accuracy, poorly implemented optical character recognition, lack of quality control in the mass-digitization process, the problem of linguistic representation, and the lack of subject diversity in the source collections.  相似文献   

New guiding principles in educational policy: the case of Germany     

Manfred Weiss 《教育政策杂志》2013,28(4):307-320

Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets.  相似文献   

Modeling and Motor Performance: A Developmental Perspective     

Maureen R. Weiss 《Research quarterly for exercise and sport》2013,84(2):190-197

Abstract

The present study was designed to examine the effects of age, modeling and verbal self-instruction on children's performance of a sequential motor task. Eighty-four children between the ages of 4–0 and 5–11 years and 84 children between the ages of 7–0 and 8–11 years were randomly assigned to one of six instructional conditions in a 2 × 3 × 2 (age × model type × verbal self-instruction) factorial design. Results revealed that older children performed better than younger children on motor, verbal-cognitive, and attentional measures. More importantly, an age by model type interaction revealed that model effectiveness depended on the age of the observer as well as the type of model observed. Specifically, 7- and 8-year-old children performed equally well after observing either a silent or verbal model, while the 4- and 5-year-olds performed best under a verbal model only. The absence of verbal self-instructional effects was attributed to task difficulty, information processing capabilities and methodological procedures. In general, the results supported the notion that developmental factors play a critical role in the modeling process, and both theoretical and practical implications are outlined.  相似文献   

Goal Orientation and the Modeling Process: An Individual's Focus on Form and Outcome     

Anthony R. Berlant  Maureen R. Weiss 《Research quarterly for exercise and sport》2013,84(4):317-330

Abstract

One's achievement goal orientation (e.g., task, ego) is suggested to reflect a differential focus on skill mastery and performance outcome (Duda, 1992). Goal orientation has further been suggested to be an important observer characteristic in the observational learning of motor skills (McCullagh, Weiss, & Ross, 1989). This study assessed the relationship between goal orientation and a focus on form and outcome aspects of a motor skill demonstration with college students (N = 30) having low perceived ability, knowledge, and experience in tennis. Participants viewed several videotaped demonstrations of a correctly performed tennis forehand and then visual recognition and verbal recall accuracy of form and outcome task characteristics were assessed. A canonical correlation analysis revealed a nonsignificant relationship between goal orientation and recall and recognition of form and outcome task characteristics. These results provide preliminary evidence to suggest that goal orientation may not be an important observer characteristic in the learning phase of the modeling process. Also, achievement goal orientations may not be associated with a differential focus on skill mastery or performance outcome but instead remain a reflection of divergent processes of success evaluation.  相似文献   

The locus of focus: The effect of switching from a preferred to a non-preferred focus of attention     

Stephen M. Weiss  Arthur S. Reber  David R. Owen 《Journal of sports sciences》2013,31(10):1049-1057

Abstract

Focusing strategies are known to play a significant role in motor performance, with individuals who use an internal focus on body movement typically showing poorer outcomes than those who focus on features of the external environment. Focus of attention and switching of one's focus are examined in the context of two different complex motor skills along with a factor not previously examined systematically, individual preference. In both experiments, participants were introduced to focusing strategies that might be employed when attempting a sensorimotor task. Explanations of both strategies were given to participants. Specifically, for an internal focus, participants were instructed to concentrate on their body movements, while for an external focus, they were instructed to focus on aspects in the environment. They were then asked which strategy they preferred. Participants then continued either with their preferred focus or were instructed to switch to their non-preferred focus. The advantage that the external focus typically enjoys turns out not to be a simple one and interacts with individual preference and with the “forced-opposite” manipulation. Our results support the growing consensus that encouraging individuals to adopt an internal focusing strategy is counterproductive in complex sensorimotor tasks. They also suggest that individual preferences play a role.  相似文献   

Two Assessments of Upper-Extremity Subcutaneous Fat in Young Children     

Lawrence W. Weiss 《Research quarterly for exercise and sport》2013,84(3):265-267

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Influence of social goal orientations and peers on unsportsmanlike play   总被引：1，自引：0，他引：1  

Stuntz CP  Weiss MR 《Research quarterly for exercise and sport》2003,74(4):421-435

The present study was designed to examine the influence of personal (i.e., social goal orientations or definitions of success that include interpersonal relationships) and situational (i.e., peer influence) factors on decisions surrounding unsportsmanlike play. Middle school students (ages 11-15 years) completed a measure to assess task, ego, and social goal orientations. Participants also read scenarios about unsportsmanlike actions and responded to questions tapping the intention to perform those actions. A series of hierarchical regression analyses revealed that in certain peer contexts, social goal orientations influenced unsportsmanlike play responses above and beyond the contribution of task and ego goal orientations. Results varied/for boys and girls and provide support far including social goal orientations in achievement motivation research in the physical domain.  相似文献   

Developmental modeling effects on the quantitative and qualitative aspects of motor performance     

P McCullagh  J Stiehl  M R Weiss 《Research quarterly for exercise and sport》1990,61(4):344-350

The purpose of the present experiment was to replicate and extend previous developmental modeling research by examining the qualitative as well as quantitative aspects of motor performance. Eighty females of two age groups (5-0 to 6-6 and 7-6 to 9-0 years) were randomly assigned to conditions within a 2 x 2 x 2 (Age x Model Type x Rehearsal) factorial design. Children received either verbal instructions only (no model) or a visual demonstration with experimenter-given verbal cues (verbal model) of a five-part dance skill sequence. Children were either prompted to verbally rehearse before skill execution or merely asked to reproduce the sequence without prompting. Both quantitative (order) and qualitative (form) performances were assessed. Results revealed a significant age main effect for both order and form performance, with older children performing better than younger children. A model type main effect was also found for both order and form performance. The verbal model condition produced better qualitative performance, whereas the no model condition resulted in better quantitative scores. These results are discussed in terms of differential coding strategies that may influence task components in modeling.  相似文献   

Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative   总被引：2，自引：0，他引：2  

Eric R. Banilower  Daniel J. Heck  Iris R. Weiss 《科学教学研究杂志》2007,44(3):375-395

Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the impact of professional development that is content‐based, situated in classroom practice, and sustained over time on teacher attitudes, perceptions of preparedness, and classroom practices. It utilizes longitudinal data from the National Science Foundation's Local Systemic Change through Teacher Enhancement Initiative (LSC), collected from 42 projects over a span of 7 years. The professional development model used in the LSCs differed from previous initiatives in that it targeted all teachers in a jurisdiction and emphasized preparing teachers to implement project‐designated instructional materials. Analyses of the data provide evidence that this model for professional development has an impact on teachers and their classroom practices. In addition, the analyses found that teachers' perception of principal support for Standards‐based science instruction is an important predictor of these outcomes. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 375–395, 2007  相似文献   

Parent Reports of Behavioral and Emotional Problems among Children in Kenya, Thailand, and the United States   总被引：2，自引：0，他引：2  

John R. Weisz  Marian Sigman  Bahr Weiss  Julie Mosk 《Child development》1993,64(1):98-109

The behavioral and emotional problems children develop may differ from one cultural context to another. We explored this possibility, comparing 11–15-year-old Embu children in Kenya, Thai children, African-American children, and Caucasian-American children. Standardized parent reports on 118 problems revealed 62 significant ( p < .01) culture effects. Caucasian-Americans were rated particularly high on undercontrolled problems (e.g., arguing, disobedient at home, cruel to others). Embu children were rated particularly high on overcontrolled problems (e.g., fears, feels guilty, somatic concerns), largely because of the numerous somatic problems reported. The findings may relate to the strict emphasis on compliance and obedience among the Embu, as opposed to the greater independence permitted in the United States. But alternative interpretations are discussed as well, including the effects of parent sensitivities and Third World living conditions.  相似文献