Non‐Book Items in US Public Libraries     

Douglas A. Galbi 《Public Library Quarterly》2013,32(1):64-67

Libraries tend to be associated with books, but in practice they have lent a variety of media to meet the interests and media practices of their users. Early in the twentieth century, public libraries circulated images, such as photographs, prints, and lantern slides. They also lent music scores and player piano rolls. Early in the twenty‐first century, audio recordings and video disks account for roughly 25% of public libraries' total circulation. Libraries have adapted to media change in the past and they are likely to continue to adapt to media change in the future. This article is a companion piece to Galbi's article, Book Circulation Per US Public Library User Since 1856, which appeared in PLQ, 27:4 (2008).  相似文献   

Book Circulation Per U.S. Public Library User Since 1856     

Douglas A. Galbi 《Public Library Quarterly》2013,32(4):351-371

ABSTRACT. Underappreciated data concerning libraries' holdings and circulation over the past century and a half offer insights into the behavior of libraries and their users. Book circulation per public library user indicates an outcome of users' demand for books and libraries' supply of books. From 1856 to 1978, library users borrowed from U.S. public libraries about 15 books per user per year. From 1978 to 2004, about 25% of book circulation shifted to audio‐visual circulation. Over about a century and a half, library book circulation per user shows no strong, long‐run trend either up or down. This outcome suggests that libraries have adapted to maintain the stability of their operation and that library borrowing practices are well‐embedded in popular life.  相似文献   

COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT     

Douglas Fisher  Nancy Frey  Diane Lapp 《The Teacher Educator》2013,48(3):231-243

In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result.  相似文献   

Extended sociometric status of adolescents with mild handicaps: A cross‐categorical perspective     

Edward J. Sabornie  James M. Kauffman  Douglas A. Cullinan 《Exceptionality》2013,21(3):197-209

Abstract

We compared adolescents identified as having mild mental retardation, learning disabilities, behavioral disorders, and no known handicaps on regular classroom sociometric status extended to include measures of social impact and social preference. Students attended regular classroom physical education classes in six high schools from two adjacent school districts. We administered a rating scale sociometric in physical education classes where students with mild handicaps were enrolled. Results indicated that not all students with mild handicaps were similar in social acceptance, rejection, and preference. Students with mild handicaps also differed in composition of subgroups labeled popular, rejected, neglected, controversial, and average. We discuss implications concerning social standing differences across types of mild handicaps and the value of examining sociometric status in the manner employed here.  相似文献   

Reasons for giving reasons: an expert‐expert clinical analysis of science teaching for non‐academic students 1     

Douglas A. Roberts  Allan M. MacKinnon  Margaret E. McCarthy 《International journal of qualitative studies in education》2013,26(3):227-243

This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction.

  相似文献   

The Effects of Type I Error Rate and Power of the ANCOVA F Test and Selected Alternatives Under Nonnormality and Variance Heterogeneity     

David C. Rheinheimer  Douglas A. Penfield 《Journal of Experimental Education》2013,81(4):373-391

The authors sought to identify through Monte Carlo simulations those conditions for which analysis of covariance (ANCOVA) does not maintain adequate Type I error rates and power. The conditions that were manipulated included assumptions of normality and variance homogeneity, sample size, number of treatment groups, and strength of the covariate-dependent variable relationship. Alternative tests studied were Quade's procedure, Puri and Sen's solution, Burnett and Barr's rank difference scores, Conover and Iman's rank transformation test, Hettmansperger's procedure, and the Puri-Sen-Harwell-Serlin test. For balanced designs, the ANCOVA F test was robust and was often the most powerful test through all sample-size designs and distributional configurations. With unbalanced designs, with variance heterogeneity, and when the largest treatment-group variance was matched with the largest group sample size, the nonparametric alternatives generally outperformed the ANCOVA test. When sample size and variance ratio were inversely coupled, all tests became very liberal; no test maintained adequate control over Type I error.  相似文献   

The General Nature and Applicability of Index Numbers for Education     

Douglas E. Scates 《Journal of Experimental Education》2013,81(3):265-278

The performances of predictive discriminant analysis (PDA) and logistic regression (LR) for the 2-group classification problem were compared. The authors used a fully crossed 3-factor experimental design (sample size, group proportions, and equal or unequal covariance matrices) and 2 data patterns. When the 2 groups had equal covariance matrices, PDA and LR performed comparably for the conditions of both equal and unequal group proportions. When the 2 groups had unequal covariance matrices (4:1, as implemented in this study) and very different group proportions, PDA and LR differed somewhat with regard to the classification error rates of the 2 groups, but the classification error rates of the 2 methods for the total sample remained comparable. Sample size played a relatively minor role in the classification accuracy of the 2 methods, except when LR was used under relatively small sample-size conditions.  相似文献   

Toward A Curriculum in Environmental Education     

Douglas C. Covert 《The Journal of environmental education》2013,44(1):11-12

Abstract

Staff stress can be detrimental to staff unity and overall program effectiveness in resident camps. Ten university students responsible for planning, implementing, and evaluating programs were observed and tested for evidence of stress-level factors and any relationship of these to program performance. Several administrations of the Multiple Affect Adjective Checklist (MAACL), staff self-reports, and unobtrusive observations were undertaken to identify stressful situations. The data suggest that the group level of anxiety diminishes as succeeding resident groups are encountered. Slight increases in depression and hostility relate to length of overall program and staff responsibilities. Camp administrators need to be aware of factors which can help eliminate staff stress.  相似文献   

The Influence of Advertising on Attendance at Park Programs     

Dr. Jerry H. Reyburn  Dr. Douglas M. Knudson 《The Journal of environmental education》2013,44(2):59-64

  相似文献   

The teacher workshop program at Penn state     

Douglas J. Pedersen 《Communication quarterly》2013,61(4):55-58

  相似文献