Imperatives for regular collection inventories: A New Zealand university library's experience     

Timothy J. Stedman 《Library Collections, Acquisitions, and Technical Services》2010,34(2-3):51-56

This paper describes three imperatives for collection inventory work at the University of Canterbury (UC) Library. Learning experiences from UC Library's first full inventory in 2005 were used to develop a regular and sustainable method of conducting future inventories. The first need for inventory arose as a result of an organized crime ring that targeted valuable books in libraries throughout New Zealand. Findings from library customer surveys in 2003 and 2005 gave rise to a second imperative which was to take prompt, proactive action regarding items missing from the shelves. As UC Library begins moving items to offsite storage, a third imperative arose for correctly accounting for what UC Library actually holds. As pressure comes on staffing resources this additional and significant collection management task has had to be achieved without extra staff. Good communication, clarity of responsibilities and breaking down the work into manageable amounts all became vital to the overall success of managing inventory work.  相似文献   

Inclusive education and best practice for children with autism spectrum disorder: an integrated approach     

Shane L. Lynch  Angela N. Irvine 《International Journal of Inclusive Education》2013,17(8):845-859

Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD‐specific services to better meet their children’s educational needs. The elements of best practice offer an ideal model for educational support. There are, however, limitations to advocating ASD‐specific services. This paper describes how best practice for ASD as an educational model fits within what is described as authentic inclusion. Further, it is suggested that the ASD community align with the greater inclusive education reform movement. With the use of this unified model of education, all children will receive the educational support they require.  相似文献   

Using information and communications technology as a pedagogical tool: a survey of initial teacher education in Scotland     

Mary Simpson  Fran Payne  Robert Munro  Emily Lynch 《Technology, Pedagogy and Education》2013,22(3):431-446

Abstract

In common with other parts of the United Kingdom, teacher education in Scotland is facing a period of rapidly changing demands with respect to the use of information and communications technology (ICT), together with high levels of investment, rising expectations, and increased scrutiny and accountability. In this article, we present an account of a national survey of the ICT skills and attitudes of students entering and exiting from the teacher education institutions in Scotland in the session 1996-97. The students are extremely positive in their attitudes, their enthusiasm for ICT use in education is high and their aspirations clear – they expect ICT to permeate their professional work now and in the future. Their experiences during their period of training fall considerably short of their expectations. We discuss the reasons for some of the difficulties and consider the challenges faced by tutors in initial teacher education courses who must now ‘model the message’ of a learner-centred approach to the education of their students.  相似文献   

Optical Pulsars and Black Arrows: Discoveries as Occasioned Productions     

Timothy Koschmann  Alan Zemel 《学习科学杂志》2013,22(2):200-246

The current article represents a methodological proposal. It seeks to address the question of how one might recognize a discovery as a discovery without knowing in advance what is available to be discovered. We propose a solution and demonstrate it using data from a study previously reported by J. Roschelle (1992) Roschelle, J. 1992. Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2: 235–276. [Taylor & Francis Online] , [Google Scholar]. Roschelle investigated 2 students' developing understandings of certain abstract features of Newtonian mechanics while working within a computer-based microworld, the Envisioning Machine. We employ an approach we term discovery as occasioned production to reexamine his data. Such an approach proceeds stepwise from the identification of some matter discovered, working backward to see just where that matter entered the conversation and then, finally, tracing from that point forward to illuminate how the proposal for a possible discovery was ultimately transformed into a discovery achieved. The notion of “evident vagueness,” borrowed from H. Garfinkel, M. Lynch, and D. Livingston's (1981) Garfinkel, H., Lynch, M. and Livingston, D. 1981. The work of discovering science construed with materials from the optically discovered pulsar. Philosophy of Social Science, 11: 131–158. [Crossref], [Web of Science ®] , [Google Scholar] account of the discovery of an optical pulsar, emerges as an important feature of our analysis. Following H. Garfinkel (2002) Garfinkel, H. 2002. Ethnomethodology's program: Working out Durkheim's aphorism. Lanham, MD: Rowman & Littlefield..  [Google Scholar], we present our findings as a “tutorial problem” and offer a suggestion for how a program of practice studies in the learning sciences might be pursued.  相似文献   

The role of model building in problem solving and conceptual change     

Chwee Beng Lee  David Jonassen  Timothy Teo 《Interactive Learning Environments》2013,21(3):247-265

This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic.  相似文献   

Criminal justice doctoral programs in the United States and Canada: Findings from a national survey     

Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):195-213

Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics.  相似文献   

Practicality in Virtuality: Finding Student Meaning in Video Game Education     

Timothy Barko  Troy D. Sadler 《Journal of Science Education and Technology》2013,22(2):124-132

This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games.  相似文献   

Participative Leadership: Perspectives of Community College Presidents     

Lauren Grasmick  Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80

This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones.  相似文献   

A Constructive Development Approach to Assessing Variations within a Community College Population     

Timothy R. Boyer 《Community College Journal of Research & Practice》2013,37(10):781-795

This study utilized a constructive-developmental approach to accomplish 3 purposes: to create a developmental stage profile for a population of students attending a single community college, to analyze variations within and between subpopulations, and to explore the implications for administrators and planners seeking to provide supportive environments for different populations of students. The resulting profile indicated a wide range of variation within the overall population and significant variations between traditional and non-traditional age students. Implications for educational programming and supportive services were identified by using a constructive-developmental approach as an interpretive framework.  相似文献   

Binomial index of model fit: An elaboration     

Isadore Newman  John W. Fraas  Timothy Norfolk 《Structural equation modeling》2013,20(2):155-162

This article is an elaboration on the use of the binomial test of model fit value, which in this article will be referred to as the binomial index of model fit value, to gauge the degree that the data fit a path analytic or structural equation model. In addition, this article responds to the criticisms and comments made by Hsu (this issue), Drezner and Drezner (this issue), and Raykov and Penev (this issue) regarding the use of this approach to measuring the degree of model fit. We appreciate the comments provided by these authors. Their comments have assisted us in clarifying our reason for developing the binomial index of model fit procedure as well as our perception of its use.  相似文献