Assessment,Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning     

Beth Tumbleson  John Burke  Jessica Long 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):196-214

Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.  相似文献   

Exercise training and impaired glucose tolerance in obese humans     

Andrea Margaret McNeilly  Marie Murphy  Jane McEneny  Tom Trinick  George Burke 《Journal of sports sciences》2013,31(8):725-732

Abstract

Individuals with impaired glucose tolerance (IGT) are at greater risk of developing diabetes than in normoglycaemia. The aim of this study was to examine the effects of 12-weeks exercise training in obese humans with IGT. Eleven participants (6 males and 5 females; 49±9 years; mean Body Mass Index (BMI) 32.4 kg · m^?2), completed a 12-week brisk walking intervention (30 min per day, five days a week (d · wk^?1), at 65% of age-predicted maximal heart rate (HR_max). Anthropometric measurements, dietary intake, pulse wave velocity (PWV, to determine arterial stiffness) and blood pressure (BP) were examined at baseline and post intervention. Fasting blood glucose, glycosylated haemoglobin, insulin, blood lipids, indices of oxidative stress and inflammation (lipid hydroperoxides; superoxide dismutase; multimeric adiponectin concentration and high-sensitivity C-reactive protein) were also determined. Post intervention, PWV (9.08±1.27 m · s^?1 vs. 8.39±1.21 m · s^?1), systolic BP (145.4±14.5 vs. 135.8±14.9 mmHg), triglycerides (1.52±0.53 mmol ^. L^?1 vs. 1.31±0.54 mmol ^. L^?1), lipid hydroperoxides (1.20±0.47 μM · L^?1 vs. 0.79±0.32 μM · L^?1) and anthropometric measures decreased significantly (P < 0.05). Moderate intensity exercise training improves upper limb vascular function in obese humans with IGT, possibly by improving triglyceride metabolism, which may subsequently reduce oxidative stress. These changes were independent of multimeric adiponectin modification and alterations in other blood biomarkers.  相似文献   

Obscenity and fabrication in equity and widening participation methodologies     

Matt Lumb  Penny Jane Burke  Anna Bennett 《British Educational Research Journal》2021,47(3):539-556

Equity and widening participation (EWP) initiatives in Australia are increasingly reimagined in policy as sites where participants are constructed as competitor-individuals, with education considered only in terms of employability, social mobility and nation-state market competition. In the context of EWP outreach, and with school students in particular, this can transpire into demands for narrow forms of ‘legitimate’ aspirations. Goffman defines obscenity as when (1) the very intimate is forced into the public sphere, while (2) the humanising dimensions or contexts are stripped away, with an example being pornography—where intimate encounters are reproduced as de-contextualised acts while being made public. This article argues that dominant approaches to practicing and evaluating EWP risk obscene consequences if they force community members to present static future-oriented valuations of intimate, fluid aspirations and experiences of education against a backdrop of increasingly individuated, competitive and standardised educational institutions. In this article, firstly we detail the context to establish a foundation for theorising consequences of particular socio-educational discursive practices. Secondly, we engage with notions of frame, keying and fabrication as a toolbox to reveal some of the unintended (obscene) dynamics risked via certain approaches to programmatic practice and evaluation. Thirdly, we review the diversity of approaches to evaluation (and their attendant debates), highlighting the importance of these debates and diversities, making a case against methodological imperialism.  相似文献   

Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers     

Meghan M. Burke  Heather Dalmage 《Exceptionality》2016,24(3):151-164

Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of a juvenile justice system in a large Midwestern city. We examined the advocacy strategies used by the probation officers as well as the barriers they faced in ensuring court-involved youth received appropriate educational supports. Advocacy strategies included: documentation, collaboration with other stakeholders, and assertive but not aggressive communication. Probation officers also mentioned more creative advocacy strategies. Barriers to effective advocacy included: poor working relationships with schools, older age of youth, and obstacles to parent involvement. We discuss implications for research and practice.  相似文献   

‘I was kind of teaching myself’: teachers’ conversations about social justice and teaching for change     

Anne Burke 《Teacher Development》2017,21(2):269-287

This article shares teachers’ conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers’ practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children’s literature. These conversations served as a forum to help teacher professional learning communities and to reconcile understandings about social justice, action and agency within larger political and cultural forums of teaching. The teacher inquiry sessions shared in this paper explore teachers’ beginning struggles with conceptualizations of social justice, and the teacher’s role in imparting values to students. Teacher participants imparted their experience and practice as they negotiated their own understanding and implementation of social justice education in their schools. The teacher inquiry groups provided a needed supportive space where classroom teachers’ struggles were shared alongside their beliefs and pedagogical approaches so that a social justice agenda could be achieved.  相似文献   

The impact of a thinking skills intervention on children's concepts of intelligence     

Lynsey A. Burke  Joanne M. Williams 《Thinking Skills and Creativity》2012,7(3):145-152

The study reported was part of a large thinking skills intervention for 11–12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n = 92 boys) across six schools participated in the study. Children were individually pre-tested in the classroom using written tasks designed to tap concepts of intelligence (definitions, characteristics, causes of intelligence, and the stability of intelligence: entity versus incremental concepts) and a variety of thinking skills. Schools were allocated into one of three intervention conditions: control condition; individual condition; collaborative learning condition. Children in the individual and collaborative learning conditions participated in an 8-week thinking skills intervention. Children in the individual condition worked individually on tasks to apply the thinking skills whereas learners in the collaborative condition applied the thinking skills on tasks in groups of four. Following the thinking skills intervention all children were individually post-tested using the pre-test measures. The results showed that the intervention had an impact on children's understanding of intelligence. In particular, the collaborative learning intervention led to most improvement in concepts of intelligence. The results are discussed with reference to theories of intelligence concepts and thinking skills interventions.  相似文献   

Philosophical and methodological beliefs of instructional design faculty and professionals     

Michael D. Sheehan  R. Burke Johnson 《Educational technology research and development : ETR & D》2012,60(1):131-153

The purpose of this research was to probe the philosophical beliefs of instructional designers using sound philosophical constructs and quantitative data collection and analysis. We investigated the philosophical and methodological beliefs of instructional designers, including 152 instructional design faculty members and 118 non-faculty professionals. We used the Philosophy of Social Science Inventory, a 52-item questionnaire, to measure 20 beliefs within four categories. We probed four ontological beliefs (ontological realism, ontological relativism, physicalism, and idealism); five epistemological beliefs (epistemological relativism, fallibilism, epistemological objectivity, rationalism, and empiricism); three axiological beliefs (ethical realism, ethical relativism, and valueneutrality in research); and eight methodological beliefs (nomothetic, idiographic and critical methods, scientific naturalism, humanism, and quantitative, qualitative and mixed methods). Our research questions included (a) What are the predominant philosophical and methodological beliefs of instructional designers? (b) Do instructional design faculty and non-faculty instructional designers, identifying with different research methodologies, hold different sets of philosophical beliefs? and (c) What relationships exist between philosophical beliefs and age, gender, ethnicity, level of education, and/or years of service? Overall, the philosophical profile of instructional designers can reasonably be described as pragmatic. Belief characterizations of methodological subgroups (e.g., those identifying with qualitative, quantitative, or mixed methods research) generally supported our hypotheses. Although demographic variables (except gender) were not singularly important, our analyses suggest that a combination of ethnicity, gender, research preference, and level of education can be used to predict philosophical and methodological beliefs.  相似文献   

A paradigm for evaluating assessment interviewing techniques     

Joy Patricia Burke  Stephen T. Demers 《Psychology in the schools》1979,16(1):51-60

For the school psychologist, interviewing is a commonly used but little understood assessment technique, often appreciated for its apparent simplicity and flexibility but criticized for its frequent lack of psychometric rigor. With few standardized and/or validated assessment interview schedules and little systematic training in diagnostic interviewing, the school psychologist is left to develop his or her own personalized assessment interview style. Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored) which appear to determine assessment interview structure and format are described and operationally defined and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords practitioners a model for classifying their own assessment interview techniques. Further research into the psychometric qualities of different types of assessment interviews so classified is suggested.  相似文献