Planning for the Budget-ocalypse: The Evolution of a Serials/ER Cancellation Methodology     

Todd Enoch  Karen R. Harker 《期刊图书馆员》2015,68(1-4):282-289

The University of North Texas (UNT) Libraries are funded almost entirely by undergraduate student use fees. As the undergraduate enrollment has plateaued in recent years, the libraries have not been able to keep up with rising costs, resulting in a series of cuts to the materials budget totaling around $3.25 million. While some of these cuts took the form of reductions in firm orders and dissolution of approval plans, for the past three years the bulk has come from cancellations of serials and electronic resources. With each year’s cuts, the UNT Collection Development department has been forced to modify and refine their deselection process. This article will show the development of UNT’s strategy for determining cancellations using a variety of methods (overlap analysis, usage statistics, faculty input) and tools (EBSCO Usage Consolidation, Serials Solutions 360).  相似文献   

Archival description and linked data: a preliminary study of opportunities and implementation challenges     

Karen F. Gracy 《Archival Science》2015,15(3):239-294

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David F. Treagust: congenial soul, science educator, and international research leader     

Kenneth Tobin  Leonie Rennie  Grady Venville  Hye-Eun Chu  Peter Fensham  James Gallagher  Reinders Duit  Wolfgang Graeber  Ed van den Berg  Brian Hand  Stephen Ritchie  Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793

For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work.  相似文献   

A Gem State Academic Program Profile: Department of Organizational Learning and Performance at Idaho State University     

Karen Wilson Scott  Robin L. Lindbeck  Robert W. Lion 《Performance Improvement》2016,55(7):32-40

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Cris Mayo,LGBTQ Youth and Education: Policies and Practices          下载免费PDF全文

Karen Graves 《Educational theory》2015,65(1):79-85

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A decade beyond the doctorate: the influence of a US postdoctoral appointment on faculty career,productivity, and salary     

Lijing Yang  Karen L. Webber 《Higher Education》2015,70(4):667-687

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When practice takes precedence: conceptions of inquiry and the link to ethical posture     

Karen McArdle  Jacinta Birchley  Jayne Bruce  Alison Hurrell  Sandra Paterson  Mary Stephen 《Educational Action Research》2015,23(1):68-84

Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour.  相似文献   

Using methodological triangulation to examine the effectiveness of a mentoring program for online instructors     

Michelle Drouin  Jennifer Stewart  Karen Van Gorder 《Distance Education》2015,36(3):400-418

In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success.  相似文献   

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice     

Melissa L. Shirley  Karen E. Irving 《Journal of Science Education and Technology》2015,24(1):56-68

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Inclusion Practices in Elementary Physical Education: A Social-cognitive Perspective     

Jihoun An  Karen S. Meaney 《International Journal of Disability, Development & Education》2015,62(2):143-157

This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura’s social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students’ needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher’s behaviours) in GPE were constructed by the dynamic interactions between teachers’ knowledge of disability and motivation to learn about their students (personal factors) and children’s needs and learning goals (environment).  相似文献