A Case Study of Liberal Arts Colleges in the 21st Century: Understanding Organizational Change and Evolution in Higher Education     

Vicki L. Baker  Roger G. Baldwin 《Innovative Higher Education》2015,40(3):247-261

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Academic departments as networks of informal learning: faculty development at liberal arts colleges     

Meghan J. Pifer  Vicki L. Baker  Laura G. Lunsford 《International Journal for Academic Development》2015,20(2):178-192

In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures.  相似文献   

Classification of Double Deficit Groups Across Time: An Analysis of Group Stability From Kindergarten to Second Grade     

Laura M. Steacy  John R. Kirby  Rauno Parrila  Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed.  相似文献   

A Shift to Inquiry: The Heart of Effective Teaching and Professional Development for the Twenty-First Century     

Vicki Bartolini  Karen Worth  Judy E. Jensen LaConte 《The New Educator》2014,10(1):53-61

This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed.  相似文献   

A comparison of men's and women's strength to body mass ratio and varus/valgus knee angle during jump landings     

Haines TL  McBride JM  Triplett NT  Skinner JW  Fairbrother KR  Kirby TJ 《Journal of sports sciences》2011,29(13):1435-1442

The purpose of this investigation was to compare valgus/varus knee angles during various jumps and lower body strength between males and females relative to body mass. Seventeen recreationally active females (age: 21.94 ± 2.59 years; height: 1.67 ± 0.05 m; mass: 64.42 ± 8.39 kg; percent body fat: 26.89 ± 6.26%; squat one-repetition maximum: 66.18 ± 19.47 kg; squat to body mass ratio: 1.03 ± 0.28) and 13 recreationally active males (age: 21.69 ± 1.65 years; height: 1.77 ± 0.07 m; mass: 72.39 ± 9.23 kg; percent body fat: 13.15 ± 5.18%; squat one-repetition maximum: 115.77 ± 30.40 kg; squat to body mass ratio: 1.59 ± 0.31) performed a one-repetition maximum in the squat and three of each of the following jumps: countermovement jump, 30 cm drop jump, 45 cm drop jump, and 60 cm drop jump. Knee angles were analysed using videography and body composition was analysed by dual-energy X-ray absorptiometry to allow for squat to body mass ratio and squat to fat free mass ratio to be calculated. Significant differences (P ≤ 0.05) were found between male and female one-repetition maximum, male and female squat to body mass ratio, and male and female squat to fat free mass ratio. Significant differences were found between male and female varus/valgus knee positions during maximum flexion of the right and left leg in the countermovement jump, drop jump from 30 cm, drop jump from 45 cm, and drop jump from 60 cm. Correlations between varus/valgus knee angles and squat to body mass ratio for all jumps displayed moderate, non-significant relationships (countermovement jump: r = 0.445; drop jump from 30 cm: r = 0.448; drop jump from 45 cm: r = 0.449; drop jump from 60 cm: r = 0.439). In conclusion, males and females have significantly different lower body strength and varus/valgus knee position when landing from jumps.  相似文献   

EDITORIAL OVERVIEW     

Mary Lou Rasmussen  Vicki Crowley 《Discourse: Studies in the Cultural Politics of Education》2004,25(4):427-430

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Inventory availability and rapid turnaround increase sales     

J. Kirby Best 《Publishing Research Quarterly》2006,22(3):17-21

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Personal knowledge management: supporting individual knowledge worker performance     

Kirby?WrightEmail author 《知识管理研究与实践》2005,3(3):156-165

Based on an exploratory study of the work and learning processes of highly skilled and experienced knowledge workers, this paper explores an alternative perspective to knowledge management, one that focuses on how individual workers apply knowledge processes to support their day-to-day work activities – broadly characterized as problem solving – and learning practices. Developing the concept of Personal Knowledge Management, the paper presents an emergent model that links distinctive types of problem solving activities with specific cognitive, information, social and learning competencies, supported by an individual, social and organizational enablers.  相似文献   

Training Students to Use Maps to Increase Text Recall     

Scevak Jill J.  Moore Phillip J.  Kirby John R. 《Contemporary educational psychology》1993,18(4)

In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught.  相似文献   

Differentiation of Learning Processes within Ability Groups     

John B. Biggs  John R. Kirby 《教育心理学》1983,3(3-4)

This paper describes a mediational model for conceptualising the relationship between individual differences and academic achievement and presents the results of a study concerning some predictions of that model. According to this model, intervening or mediating variables mediate between stable personological traits (e.g. mental abilities) and task performance. Mediating variables are thus transitory and situation‐specific to some degree, and in academic tasks, are represented by the learning process complex, which consists of motives and strategies for learning. The mediational model predicts that students’ information processing abilities will help determine the number and the nature of learning processes differentiated within the learning process complex. Results conform to the model's predictions, indicating that (1) as students’ processing abilities increase, they show greater learning process differentiation and (2) for students intermediate in differentiation, the learning processes that do emerge are dependent upon which processing abilities they possess. These results are discussed with respect to their implication for the mediation model and for strategy instruction.  相似文献