Librarian as Professional     

Heather Seminelli 《期刊图书馆员》2016,71(1):63-69

What does it mean to be a professional, and do librarians meet the academic definition of a professional? Professions are strongly related to identity, and stereotypes associated with the culture of a profession are going to have some effect on the public’s perceptions of that profession. The stereotype of the vaguely purposed but somehow controlling older person (who “shushes” patrons to maintain silence) does not contribute positively to the professional image of a librarian. Library users do not even superficially understand what librarians do, and this leads to an undervaluing of the impact and importance of librarians. In the modern environment of budget challenges, it is important to be able to articulate the value of both libraries and particularly librarians. This article explores the sociological academic literature on professions to determine if librarianship meets the requirements to be a profession, if library literature supports librarianship as a profession, and why it matters for librarians to be seen as professionals.  相似文献   

Education research and educational practice: The qualities of a close relationship     

Dominic Wyse  Chris Brown  Sandy Oliver  Ximena Poblete 《British Educational Research Journal》2021,47(6):1466-1489

The relationship between education practice and education research has a long history. In modern times, education practice and its relation to education research has been central to debates about the nature and quality of education as an academic discipline in universities. This article reports an empirical study that investigated a new instantiation of the practice–theory debate: ‘close-to-practice’ research in education. The research sought to (a) define and further articulate the concept of close-to-practice research and (b) provide reflections on the quality of close-to-practice research. The orientation of the work reported in this article is informed by theory on traditions of knowledge in the organisation of education that have contributed to the development of education as an academic discipline. The main section of the article reports the findings of the empirical study. The research design was a rapid evidence assessment (REA), and a series of interviews with education researchers whose experiences were highly relevant to understanding of close-to-practice research issues. The conclusions of the research are reported in relation to how close-to-practice research might be defined, including in relation to quality, but also implications for education as a discipline in universities subject to nationwide assessments of quality.  相似文献   

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2     

Timmons  Kristy  Cooper  Amanda  Bozek  Emma  Braund  Heather 《Early Childhood Education Journal》2021,49(5):887-901

Early Childhood Education Journal - Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has become increasingly clear that physical...  相似文献   

Improving College Enrollment of At-Risk Students at the School Level     

Ryan N. Goodwin  Wei Li  Michael Broda  Heather L. Johnson  Barbara Schneider 《Journal of Education for Students Placed at Risk》2016,21(3):143-156

Many federal, state, and local education policy priorities are aimed at preparing high school students, especially those at risk, to be college- and career-ready when they graduate from high school. A number of programs across different institutional entities have been initiated to achieve these goals, encompassing individual partnerships with schools. Many of these programs include a variety of interventions, ranging from college and course counseling to college visits. Although there have been some evaluations of the larger federal programs, and some state and district programs, few have examined national observational data on the impact of these programmatic efforts on college enrollments. This study uses the HSLS:09 database to investigate the impact of specific treatments in at-risk schools on college enrollments. Results show that several of these programmatic initiatives have a positive effect on college enrollment; however, the effects are small compared to some of those reported by other national studies.  相似文献   

Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers     

Meghan M. Burke  Heather Dalmage 《Exceptionality》2016,24(3):151-164

Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of a juvenile justice system in a large Midwestern city. We examined the advocacy strategies used by the probation officers as well as the barriers they faced in ensuring court-involved youth received appropriate educational supports. Advocacy strategies included: documentation, collaboration with other stakeholders, and assertive but not aggressive communication. Probation officers also mentioned more creative advocacy strategies. Barriers to effective advocacy included: poor working relationships with schools, older age of youth, and obstacles to parent involvement. We discuss implications for research and practice.  相似文献   

The effects of background television on the toy play behavior of very young children   总被引：1，自引：0，他引：1  

Schmidt ME  Pempek TA  Kirkorian HL  Lund AF  Anderson DR 《Child development》2008,79(4):1137-1151

This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.  相似文献   

Further abuse of sexually abused children     

Swanston HY  Parkinson PN  Oates RK  O'Toole BI  Plunkett AM  Shrimpton S 《Child abuse & neglect》2002,26(2):115-127

OBJECTIVE: To determine the incidence of re-abuse in children known to have been sexually abused and to find factors that increase the risk of re-abuse. METHOD: The study group consisted of 183 children with substantiated sexual abuse who presented to two children's hospitals' Child Protection Units in Sydney, Australia during 1988 through 1990. At intake, when the children were aged between 5 years and 15 years, data about the child, the family, and the nature of the index sexual abuse were collected. Six years after presentation for the abuse, records of the Department of Community Services were checked to see if any of the young people had been the subject of substantiated notifications for abuse/neglect before and after intake to the study. Predictors of notifications for abuse/neglect after presentation for the index sexual abuse were identified. RESULTS: Of the sexually abused young people, nearly one in three were the subject of subsequent substantiated notifications to the Department of Community Services for some form of child abuse and neglect or behavior which placed them at risk of harm. Later notifications for abuse/neglect were predicted by notifications for emotional abuse before the index sexual abuse (adjusted RR = 4.88, CI: 1.43 to 16.65), severity of the index sexual abuse (p = .03), and the number of changes in the child's primary caregivers before intake (p = .03). Approximately one in six of the sexually abused young people were notified for sexual abuse after intake to the study. One in 10 also had prior notifications for sexual abuse. Sexual abuse notifications after study intake were predicted by caregiver changes before intake (p = .01) and whether or not there were notifications for emotional abuse before the index sexual abuse (adjusted RR = 3.40, CI: 1.05 to 11.02). CONCLUSIONS: Revictimization of children appears to be a marker of ongoing family dysfunction. Intervention in child sexual abuse needs to consider a range of risk factors associated with re-abuse and, in particular, should focus on family functioning if further abuse is to be prevented.  相似文献   

“Asking,Learning, Seeking Out”: An Exploration of Data Literacy for Teaching     

Jori S. Beck  Joseph John Morgan  Nancy Brown  Heather Whitesides  Derek R. Riddle 《The Educational forum》2020,84(2):150-165

Abstract

The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.  相似文献   

LEARNERS' EMOTIONAL AND PSYCHIC RESPONSES TO ENCOUNTERS WITH LEARNING SUPPORT IN FURTHER EDUCATION AND TRAINING     

Jocelyn  Robson  Bill  Bailey  Heather  Mendick 《British Journal of Educational Studies》2008,56(3):304-322

ABSTRACT:   This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.  相似文献   

Children with asthma: Assessment and treatment in school settings     

Melissa A. Bray  Thomas J. Kehle  Sarah E. Grigerick  Susan Loftus  Heather Nicholson 《Psychology in the schools》2008,45(1):63-73

Asthma is a chronic disease of the airways. It affects approximately 12% of American children, and it appears that that incidence is increasing. Asthma in children negatively influences school‐based outcomes such as absenteeism and friendship formation. Potential triggers of asthma include environmental allergens, exercise, weather, and emotional states. These lead to airway swelling and muscle constriction, which ultimately block airflow and impede breathing. In addition to medical treatments, the implementation of psychologically based interventions has been efficacious in school settings. © 2007 Wiley Periodicals, Inc.  相似文献