完整     

王风华 《海外英语》2008,(4):11

A cradle on the gate of an Italian convent gives desperate mothers a safe place to abandon a baby.意大利女修道院大门上的摇篮为绝望的妈妈们而设,给她们抛弃的婴儿们提供了一个安全的庇护所.……  相似文献   

Shared Book Reading: Parental Goals Across the Primary Grades and Goal-Behavior Relationships in Junior Kindergarten     

Diana Audet  Mary Ann Evans  Karen Williamson  Kailey Reynolds 《Early education and development》2008,19(1):112-137

Two studies are reported. The first investigated goals for reading with their children held by 294 parents in a cross-sectional sample from junior kindergarten through Grade 3, how these goals are related to parent beliefs about the development of literacy skills, and how these goals may differ across the primary years. The second examined how goals relate to parent behavior. From a different sample of 119 parents completing the same goal survey and observed in shared book reading, a subsample of 42 parents with contrasting goals was selected for analysis. Findings indicated 5 distinct parent goals for shared book reading—Stimulate Development, Foster Reading, Bond With Child, Soothe Child, and Enjoy Books—with the goals of enjoying books and bonding with the child rated the highest and equally highly at each grade. These were followed by fostering reading, stimulating their child's development, and lastly soothing their child. The goal of fostering reading was more highly rated by parents of Grade 1 children than by parents of children in any other grade. Only a modest relationship between goals and beliefs was found. Finally, parents who rated fostering reading high as a goal engaged in more print-referencing behaviors and echoed more reading than did parents with contrasting goal profiles.  相似文献   

Moving Science Off the “Back Burner”: Meaning Making Within an Action Research Community of Practice   总被引：1，自引：0，他引：1  

Karen Goodnough 《Journal of Science Teacher Education》2008,19(1):15-39

In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, &; Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435–454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.  相似文献   

Taking the Scientist’s Perspective     

Karen D. Larison 《Science & Education》2018,27(1-2):133-157

The Next Generation Science Standards (NGSS Lead States 2013) mandates that schools provide students an understanding of the skills and knowledge that scientists use to engage in scientific practices. In this article, I argue that one of the best ways to accomplish this goal is to have students take the perspective of the scientist by reading nonfiction narratives written by scientists and science writers. I explore the anthropological and neurological evidence that suggests that perspective-taking is an essential component in the learning process. It has been shown that by around age 4, the human child begins to be able to take the perspective of others—a process that neuroscientists have shown engages episodic memory, a memory type that some neurocognitive scientists believe is central in organizing human cognition. Neuroscientists have shown that the brain regions in which episodic memory resides undergo pronounced anatomical changes during adolescence, suggesting that perspective-taking assumes an even greater role in cognition during adolescence and young adulthood. Moreover, I argue that the practice of science itself is narrative in nature. With each new observation and experiment, the scientist is acting to reveal an emerging story. It is the story-like nature of science that motivates the scientist to push onward with new experiments and new observations. It is also the story-like nature of the practice of science that can potentially engage the student. The classroom studies that I review here confirm the power of the narrative in increasing students’ understanding of science.  相似文献   

Signs of resilience: assets that support deaf adults' success in bridging the deaf and hearing worlds     

Rogers S  Muir K  Evenson CR 《American annals of the deaf》2003,148(3):222-232

A multiple-case exploratory study is used to describe intrapersonal, behavioral, and environmental assets that may build bridges for Deaf adults between the Deaf and hearing worlds. A study of three exemplary former community college students provides new information about internal resources that may empower Deaf individuals to achieve work and social success in interaction with environmental support, despite the vulnerabilities associated with their deafness. This study identifies 15 assets that may support resilience in Deaf adults, including authenticity and comfort with solitude. The authors hypothesize that social authenticity and comfort with solitude may be resilience-fostering intrapersonal assets of unique importance in the Deaf community. From the positive psychology perspective of recognizing and building on human strengths, the authors suggest that support of mutual asset-building with learning partners in the classroom is one way professors might promote optimal student achievement and life success for all students.  相似文献   

Assessing Service Quality     

Karen MacPhee 《Journal Of Access Services》2017,14(1):39-40

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Defining,Assessing, and Rethinking Quality Cataloging     

Karen Snow 《Cataloging & classification quarterly》2017,55(7-8):438-455

Definitions of “quality cataloging” may differ from cataloger to cataloger and from institution to institution. If an objective definition of quality is elusive, how can an institution assess the quality of cataloging work? This article discusses definitions of quality cataloging in the literature and different ways it has been evaluated and measured. Academic library catalogers' perceptions of quality cataloging will also be explored, as well as how these perceptions are formed. The article concludes by suggesting ways cataloging departments can approach the creation and evaluation of quality cataloging in an ethical manner.  相似文献   

Assessing a Patron-Driven,Library-Funded Data Purchase Program     

Beth Sheehan  Karen Hogenboom 《The Journal of Academic Librarianship》2017,43(1):49-56

The University Library at the University of Illinois at Urbana-Champaign established the Data Purchase Program in 2010 to provide a source of funding for the purchase of datasets which are requested by students and faculty, and make this data available to the campus at large for future use. In this study, the authors interviewed past applicants who submitted proposals to this program to collect their feedback and perspectives on the strengths of this program and the impact that it had on their research, as well as to determine any aspects of the program's design or implementation that need improvements. Interviews revealed that the ease of application and lack of other options for obtaining data made the program appealing, especially to graduate students, but that study participants wished for a more robust program in terms of marketing the specific data purchased by the library and help with data in general. Also, the purchased data had a wide range of impacts on the participants' research.  相似文献   

Root Cause Analysis: Parsing Complex Challenges in Academic Libraries     

Karen Sobel 《The Journal of Academic Librarianship》2017,43(4):312-318

Root cause analysis (RCA) has been used in government, technology, health care, and other sectors for over 60 years. It assists organizations in identifying the original, most authentic cause or causes of an extremely complex problem. Depending on the nature of the problem, the organization can then make plans to mitigate the problem or avoid similar situations in the future. Scholarly library literature does not provide examples of any libraries using RCA. This article aims to present RCA as a strong and relevant addition to academic libraries' array of problem-solving tools. It outlines three models of RCA so that libraries may choose one that suits their needs. As academic libraries almost invariably exist in complex universes of stakeholders, funding, politics, and other factors, I believe that RCA is a natural fit for approaching their challenges efficiently.  相似文献   

Author Correction: Digital Citizenship: you Can’t Go Home Again     

Randy Hollandsworth  Judy Donovan  Mary Welch 《TechTrends》2017,61(6):531-532

The original version of this article unfortunately contained a mistake. Figure 3 on the published version of the article was wrong. The correct Fig. 3 is now presented below.  相似文献