History in your hand     

Stephen J. Greenberg 《Journal of the Medical Library Association》2021,109(4):697

In the swirl of current events including a pandemic and new chapters in the awareness of race and gender, it is the professional responsibility of librarians and archivists to create durable records for future scholars, so they can understand our present.  相似文献   

The Promise of Cultural Institutions: David Carr     

Stephen E. Weil 《Curator: The Museum Journal》2003,46(4):439-442

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Primary Teachers' thinking about the English National Curriculum for science: Autobiographies,warrants, and autonomy     

Stephen Lunn  Joan Solomon 《科学教学研究杂志》2000,37(10):1043-1056

Primary teachers, whether or not they have a specialized background in science, hold the key to understanding how science is presently working in primary schools. This paper examines their confidence and identity as science teachers in tandem with their views on the English National Curriculum and the warrants they give for those views. Data for this study were collected by in‐depth interviews of a small sample of primary teachers, setting their views in the context of their science‐related life histories. These are presented in three ways—by biographical sketches illuminating their self‐image as science teachers; by analysis of their views on the curriculum; and by analysis of the types of knowledge they used as warrants for their views. Analysis showed that their professional self‐image and their ‘science autobiographies’ were mutually validating. Where science teaching had become embedded into their perception of themselves as teachers, their critiques of the science curriculum and their desire for autonomy in its teaching could be shown to be consistent with their values © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1043–1056, 2000  相似文献   

Pursuing a Multidimensional View of Transfer     

Stephen L. Yelon  J. Kevin Ford 《Performance Improvement Quarterly》1999,12(3):58-78

Training researchers and practitioners have typically focused their attention on one type of transfer, the transfer of tasks that require trainees to learn and apply a prescribed standard procedure. Further, researchers and practitioners have examined this type of transfer in situations where supervisors hold trainees accountable for applying the trained knowledge and skill, Performance professionals have developed theoretical frameworks, training principles, and training guidelines to improve transfer based on this conception of transfer. In contrast, this paper presents a multidimensional perspective to training transfer. One dimension concerns task adaptability-a continuum from relatively closed tasks, where task steps are highly prescribed, to relatively open tasks, where the task steps can be adapted to varying circumstances of the job. The other dimension concerns worker autonomy-a continuum from heavily supervised to highly independent work. Based on this expanded perspective of transfer, for each combination of variable, we offer principles for effective transfer as well as specific problems which must be solved to achieve the best results. We also provide suggestions for evaluating training success and derive research propositions that deserve attention.  相似文献   

Curriculum-based assessment of reading skills: Considerations and caveats for school psychologists     

Stephen T. Peverly  Kathleen R. Kitzen 《Psychology in the schools》1998,35(1):29-47

General dissatisfaction with commercial norm-referenced tests and global ability measures and the need for more specific achievement measures due to changes in special education have led to an increased interest in the curriculum-based assessment of reading. We argue that a curriculum-based assessment (CBA) of reading provides relevant information for instructional interventions only if the content of the curriculum and instruction are grounded in the cognitive skills underlying the domain of reading. If CBA is based on valid cognitive constructs, it may assist greatly in the identification of younger readers at risk for reading problems, older students with reading problems, and provide the most sensitive measure of continuous progress. We discuss the implications of our review for the training of school psychologists and for consultation. © 1998 John Wiley & Sons, Inc.  相似文献   

Editor's note: Enduring scholarship and dialogue     

William C. Kyle  Jonathan Osborne  John Leach  Phil Scott  Stephen P. Norris 《科学教学研究杂志》1998,35(1):1-2

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Shifting human performance technology to management     

Stephen B. King 《Performance Improvement》1998,37(3):27-32

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Patterns of intellectual differences of black,hispanic, and white children     

Ronald L. Taylor  Stephen B. Richards 《Psychology in the schools》1991,28(1):5-9

Patterns of intellectual differences among children of different ethnic groups on the Wechsler Intelligence Scale for Children-Revised (WISC-R) were examined. Full Scale IQ was used as a covariate in a multivariate analysis of covariance. The results indicated that when overall IQ is held constant, Black children perform better on verbal tasks, Hispanic children perform better on visual-spatial tasks, and White children perform better on tasks requiring abstract thinking and knowledge of facts. The implications of these results regarding assessment practices are discussed.  相似文献   

Teachers' perceptions of students' excuses for academic difficulties     

Nona Tollefson  Susan Hsia  Jeff Townsend 《Psychology in the schools》1991,28(2):146-155

Ninety-seven teachers described situations in which their students experienced academic difficulties and gave reasons (excuses) to explain their difficulties. Teachers indicated whether or not they believed the reasons students gave, what they thought the “real” reasons for the students' difficulties were, and how they reacted and behaved toward the students. Analysis of teachers' reports indicated that students were most likely to attribute their academic difficulties to external, uncontrollable factors, whereas teachers tended to believe that the “real” reasons for students' difficulties were internal and controllable. Teachers reported that they would react in a positive manner toward the students whether or not they believed the reasons the students gave to explain their difficulties. Implications of these findings for student motivation are discussed.  相似文献   

Creating and using annotated examples     

Stephen Yelon  Christopher Reznich 《Performance Improvement》1991,30(4):26-32

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