Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs     

Scott Walter  Michele Eodice 《Research Strategies》2005,20(4):219-225

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Journey to the future     

Elspeth J. Scott 《Learned Publishing》1997,10(3):231-235

The Library view on development and initiatives in the electronic publishing environment: a paper presented at the STM Innovations Seminar, London, December 1996  相似文献   

Valuing and Desiring Purposes of Education to Transcend Miseducative Measurement Practices     

Robert Scott Webster 《Educational Philosophy and Theory》2017,49(4):331-346

Abstract

The separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value and desire particular end purposes. Desires are recognised to be existential in character and are identified as being necessary for initiating actions. It is argued here that this aspect of desires is important for understanding the significance of a ‘reconnection’ because without it the purposes of education may remain only as abstract philosophical ideals. To make a difference and to challenge the isolating and miseducative tendencies of some measuring practices, educators must come to value particular purposes of education, and in addition, they must exercise the courage to enact them. This can be made possible because educators strongly care for and desire the actualisation of the purposes to which they are connected.  相似文献   

ACADEMIC LEADERSHIPS VIEWS OF SCHOOL PSYCHOLOGY AND BLACK STUDENTS: THE CASE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES          下载免费PDF全文

Amirah Beeks  Scott L. Graves  Jr 《Psychology in the schools》2017,54(6):612-623

The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology.  相似文献   

Urban Regimes,Intermediary Organization Networks,and Research Use: Patterns Across Three School Districts     

Janelle Scott  Elizabeth DeBray  Christopher Lubienski  Priya Goel La Londe  Elise Castillo  Stephen Owens 《Peabody Journal of Education》2017,92(1):16-28

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Universities as partners in U.S. research joint ventures     

Albert N. Link  John T. Scott 《Research Policy》2005,34(3):385-393

This paper investigates the conditions when a research joint venture (RJV) will involve a university as a research partner. We hypothesize that larger RJVs are more likely to invite a university to join the venture as a research partner than smaller RJVs because larger ventures are less likely to expect substantial additional appropriability problems to result because of the addition of a university partner and because the larger ventures have both a lower marginal cost and a higher marginal value from university R&D contributions to the ventures’ innovative output. We test this hypothesis using data from the COoperative REsearch (CORE) database, and those data confirm the hypothesis.  相似文献   

Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation     

Scott F. Beers  William E. Nagy 《Reading and writing》2011,24(2):183-202

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A case of peri-anal varicella and review of the literature     

Barrett S  Burgess S 《Child abuse & neglect》2011,35(4):307-308

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Magic circles: self‐esteem for everyone in Circle Time     

Robin Scott 《Educational Psychology in Practice》2011,27(1):99-101

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Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs     

Jacqueline Leonard  Joy Barnes-Johnson  Scott Jackson Dantley  Charles Kimber 《The Urban Review》2011,43(1):124-150

This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.  相似文献