SFX Statistical Reports: A Primer for Collection Assessment Librarians     

Tina E. Chrzastowski  Michael Norman  Sarah Elizabeth Miller 《资料收集管理》2013,38(4):286-303

SFX, an OpenURL link resolver, was implemented at the University of Illinois at Urbana-Champaign Library in late 2005. Data from the SFX statistical reporting package are providing yet another look at how library users navigate and utilize electronic resources. However, unlike other statistical reports, such as electronic use statistics provided by vendors, SFX data cover both successful and unsuccessful links, meaning that libraries can identify items patrons wanted, but which were not (for some reason) available. And while SFX cannot totally replicate use data from publishers (since it cannot track bookmarked links resulting from use outside the library's links), it can provide statistical use data in place of publishers who simply do not offer this service, which often includes smaller or more specialized publishers. SFX data also cover multiple databases and vendors, combining use and nonuse data in one statistical package. This paper provides an overview of the 20 established statistical reports available through the SFX statistics module. Suggestions are offered for how the data from these reports can be used to answer questions about how academic journal collections and their indexes are being used and what users need but are not finding.  相似文献   

Simple Marketing Techniques and Space Planning to Increase Circulation     

D. Yvonne Jones  Margarite McCandless  Kara Kiblinger  Kelly Giles  Jenne McCabe 《资料收集管理》2013,38(2):107-118

In the academic Information Commons, the frontline staff are key library assets. This article demonstrates one example of frontline staff observing, analyzing, and modifying user behavior using simple marketing techniques and space planning. James Madison University East Campus Library personnel increased circulation of books by increasing the visibility of the book collection. Minor furniture changes in the lobby, adding rotating themed book displays and providing digital and print signage, produced a dramatic effect. Circulation numbers essentially doubled for the lobby browsing book collection and markedly increased for books highlighted in the displays.  相似文献   

A Cataloger's Resolution to Become More Creative: How and Why     

Sarah Theimer 《Cataloging & classification quarterly》2013,51(8):894-902

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Straight from the Horse's Mouth: New and Not-So-New Serialists Share Experience     

Susan Davis  Sarah E. Morris 《期刊图书馆员》2013,64(3-4):217-221

Presenters Susan Davis of the University at Buffalo, State University of New York, and Sarah E. Morris of Reed Smith, LLP, led an informal discussion of past and future trends in serials librarianship. By comparing their perspectives as new and mid-career librarians, they illuminated various topics related to work with serials and electronic resources, including the skill sets required for e-resource management, users' demands for online access, and generational attitudes within the profession.  相似文献   

Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities     

Samantha J. Downs  Zoe R. Knowles  Stuart J. Fairclough  Natalie Heffernan  Sarah Whitehead  Sofie Halliwell 《欧洲特需教育杂志》2013,28(3):402-414

Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1?=?Primary, 2?=?Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n?=?23) and activity type (n?=?39)); reinforcing factors (influences of peers (n?=?23), family (n?=?10) and teachers (n?=?19) to PA engagement); and predisposing factors (healthy lifestyle (n?=?15), enjoyment of PA (n?=?14), adaptations for PA (n?=?10), structured play (n?=?10), effects of disability on PA (n?=?8) and the CYPs attitudes towards PA (n?=?8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices.  相似文献   

Learning Together: The Student/Parent/Teacher Triad     

Peter Coleman  Joan Collinge  Yvonne Tabin 《School Effectiveness & School Improvement》2013,24(4):361-382

This report contains an analysis of both quantitative and qualitative data on participant perceptions of the co‐production of learning. It constitutes a refinement of the working model of the triadic relationship between parents, students, and teachers which was the basis of previous reports (Coleman, Collinge, & Seifert, 1992; Coleman, Collinge, & Tabin, 1992; Coleman & Tabin, 1992; Coleman & Collinge, 1991). Given our earlier findings the focus in this paper is upon the theme of collaboration, which is emerging as one critical element in the relationships within the student/teacher/parent triad.

The analysis shows that there are sharp differences in perceptions of collaboration between different triad members. Collaboration between parents and students is perceived to be both strong and balanced in initiation. Teachers show little awareness of its strength. Collaboration between teachers and parents is perceived by both to be one‐sided; each party sees the other as unresponsive. It is invisible to students. Collaboration between students and teachers varies between classrooms, and seems to be based upon the teachers’ perception of student acceptance of responsibility; parents are very keenly aware of this collaboration where it exists. Classroom level differences are also strong; teacher attitudes and practices clearly determine the extent of collaboration.

In British Columbia parent and student attitudes towards classrooms and teachers are affected, sometimes strongly, by teacher practices of parent involvement. These attitudes contribute to parent and student rating of particular schools.  相似文献   

Parents’ goals for and perceptions of alphabet books     

Sarah N. Nowak  Mary Ann Evans 《Reading and writing》2013,26(8):1265-1287

This study examined parents’ goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read, Enjoyment and Bonding, Learning from Books, and Soothing the Child. Maternal education, number of ABC books owned, and ABC book reading frequency were related to parents’ goals. When viewing ABC pages, parents rated pages with little text, simple illustrations, and letter sound-word consistency as more appropriate for fulfilling purposes related to learning to decode than pages with a lot of text, complex illustrations, and letter sound-word violations. These perceptions are congruent with previous research and experts’ advice. However, parents rated pages with more complex illustrations as more appropriate for enjoyment, potentially putting books with complex illustrations at cross purposes with the previous goals.  相似文献   

Enclothed cognition: putting lab coats to the test     

M. Gail Jones  Tammy Lee  Katherine Chesnutt  Sarah Carrier  Megan Ennes  Emily Cayton 《International Journal of Science Education》2013,35(14):1962-1976

ABSTRACT

Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science.  相似文献   

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources     

Grant Cooper  Sharon Fraser 《International Journal of Science Education》2013,35(12):1883-1908

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.  相似文献   

The role of feedback in young people’s academic choices     

Yvonne Skipper  Patrick J. Leman 《International Journal of Science Education》2013,35(4):453-467

ABSTRACT

Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls’ and boys’ choices to study a specific science subject, engineering. British participants aged 13 (N?=?479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed.  相似文献