Dream the Impossible Dream: A Case Study of U.S. Federal Website Accessibility Standards Compliance at Seton Hall University Libraries     

Elizabeth Leonard 《International Information and Library Review》2018,50(1):34-39

This case study examines the process of meeting Web Accessibility compliance in a United States academic library for a medium sized University. This process was prompted by the Office of Civil Rights in the Department of Education, and resulted in the execution of a Voluntary Resolution Agreement (VRA). In addition to the process the author describes what a VRA is and the common component parts therein.  相似文献   

Subject librarian as coauthor: A case study with recommendations     

Kelsey Corlett-Rivera 《College & Undergraduate Libraries》2017,24(2-4):189-202

ABSTRACT

It can be challenging for subject librarians to participate in or lead Digital Humanities projects. This article presents a case study of a cataloging and digitization project that led to the creation of a Digital History website, both led by a subject librarian. Recommendations, such as leveraging your librarian skills and targeting graduate students, will be useful for other subject librarians who are looking for ways to become involved in the Digital Humanities.  相似文献   

The new books on our shelves     

Paul R. Dokecki  Leonard Gamble  Paul A. Kral Jr.  Sam P. Wiggins  Lloyd M. Dunn 《Peabody Journal of Education》2013,88(3):187-191

Introductory Mechanical Drawing. By Albert A. Lacour and Glenn N. Shaeffer. Milwaukee: The Bruce Publishing Company, 1931. pp. 23.

Two Times Two Is Four. Adapted from the Swedish of Zacharias Topelins by Vera C. Himes. New York: Thomas Y. Crowell Company, 1931. Pp. 64.

Jean and Fanchon: Children of Fair France. By Virginia Olcott. New York: Silver, Burdett and Company, 1931. Pp. viii + 168.

Introduction to the Use of Standard Tests (Revised Edition). By Sidney L. Pressey and Luella Cole. New York: World Book Company, 1931. Pp. iii + 266.

Health Horizons. By Jean Broadhurst and Marion Olive Lerrigo. New York: Silver, Burdett and Company, 1931. Pp. i + 44.

Poems for Enjoyment. By Elias Lieberman. New York: Harper Brothers, 1931. Pp. v + 510.

Fabrics and Dress. By Lucy Rathbone and Elizabeth Tarpley. New York: Houghton Mifflin and Company, 1931. Pp. ix + 430.

Factors Influencing the Choice of Courses by Students in Certain Liberal Arts Colleges. By Helen Foss Weeks. New York: Columbia University, 1931. Pp. i + 62.

Manual for Expressing Educational Measures as Percentile Ranks. By Francis C. Buros and Oscar K. Buros. Yonkers: World Book Company, 1930. Pp. 27.

Mental and Interest Tests. By Lea Hamilton King. New York: Columbia University, 1931. Pp. 1 + 124.

The Bearing of Certain Personality Factors Other Than Intelligence on Academic Success. By Henry T. Tyler. New York: Columbia University, 1931. Pp. v + 88.

Psychology of Exceptional Children. By Norma V. Scheidemann. New York: Houghton Mifflin Company, 1931. Pp. i + 520.

Problems in School Supervision. By George C. Kyte. Boston: Houghton Mifflin Company, 1931. Pp. xiv + 214.

The Birch Bark Roll of Woodcraft. By Ernest Thompson Seton. New York: A. S. Barnes and Company, 1931. Pp. xii + 268.

How to be Interesting. By Professor Robert E. Rogers. Boston: L. C. Page & Company, 1931. Pp. xii + 170.

Grammar in Action. By J. C. Tressler. New York: D. C. Heath and Company, 1931. Pp. xii + 404.

Uncle Remus. By Joel Chandler Harris. New York: D. Appleton and Company, 1931. Pp. xxiii + 283.

Making the Most of High School. By Clyde M. Hill and Raymond D. Mosher. New York: Laidlaw Brothers, 1931. Pp. v + 288.

Modern Business Law. By Jay Finley Christ. New York: The Macmillan Company, 1930. Pp. xiv + 612.

Capital Outlay in Relation to a State's Minimum Educational Program. By Foster E. Grossnickle. New York: Columbia University, 1931. Pp. iii + 65.

Students' Marks in College Courses. By John E. Bohan. Minneapolis: University of Minneapolis Press, 1931. Pp. iii + 133.

The Influence of Training on Changes in Variability in Achievement. By Homer B. Reed. Albany: Psychological Review Company, 1931, Pp. 1+ 59.

Education and the Philosophy of Experimentalism, By John L. Childs. New York: The Century Company, 1931. Pp. vii + 264.

Progress in Adjusting Differences of Amount of Educational Opportunity Offered Under the County Unit Systems of Maryland and Utah. By L. John Nuttall, Jr. New York: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. v + 105.

Modern Chemistry. By Charles E. Dull. New York: Henry Holt and Company, 1931. Pp. xii + 776.

An Introduction to Organic Chemistry. By Roger J. Williams. New York: D. Van Nostrand Co., 1931. Pp. iii + 585.

Educational Measurement in the High School. By C. W. Odell. New York: The Century Company, 1930. Pp. 641.

Furniture Boys Like to Build. By Richard Shaver. Milwaukee: The Bruce Publishing Company, 1931. Pp. 216.

General Metal Work. By Alfred B. Grayshon. New York: D. Van Nostrand Company, 1930. Pp. viii + 206.

Coloring, Finishing, and Painting Wood. By A. C. Newell. Peoria: The Manual Arts Press, 1930. Pp. 419.

A Gateway to Music. By Wilton W. Blanche and Jay Speck. Boston: D. C. Heath and Company, 1931. Pp. v + 178.

Plane Geometry Work Book, By Theodore Herberg and Sinclair J. Wilson. Boston: D. C. Heath and Company, 1931.

Standard Service Arithmetics, Grades One and Two. By J. W. Studebaker, F. B. Knight and W. C. Findley. Chicago: Scott, Foresman and Company, 1929. Pp. 154.

Introductory Algebra. By Alan Johnson and Arthur W. Belcher. Chicago: Laurel Book Company, 1930. Pp. 407.

Fabrics and Clothing. By Sara MacBride and Ellen Beers McGowan. New York: The Macmillan Company, 1931. Pp. viii + 225.

Mathematics, Seventh School Year. By Fred Engelhardt and Mary L. Edwards. New York: D. Appleton and Company, 1931. Pp. xvi + 232.  相似文献   

Book reviews     

J. Isaac Copeland  Paul A. Kral Jr.  Leonard Gamble  Leonard Gamble  J. W. Whitlock  T. P. Yeatman 《Peabody Journal of Education》2013,88(4):247-255

The Light That Shines: Chapel Hill, 1912–1916. Robert B. House. (Chapel Hill: University of North Carolina Press, 1964. Pp. 216. $5.00.)

Psychology of Adolescence for Teachers. Glenn Myers Blair and R. Stewart Jones. (New York: Macmillan, 1964. Pp. 118. $1.50, paper.)

Psychology of the Child in the Classroom. Don C. Charles. (New York: Macmillan, 1964. Pp. 86. $1.25, paper.)

Reading Instruction for Today's Children. Nila Banton Smith. (Engle‐wood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 594. $7.50.)

Religion and the Schools, The Great Controversy. Paul Blanchard. (Boston: Beacon Press, 1963. Pp. 265. $4.95.)

School Business Administration in the Smaller Community. Fredrick W. Hill and James W. Colmey. (Minneapolis: T. S. Denison and Company, 1964. Pp. 324. $7.95.)

Sociology of Childhood. Oscar W. Ritchie and Marvin R. Koller. (New York: Appleton‐Century‐Crofts, 1964. Pp. 333. $5.00.)

The Teaching of Mathematics. Roy Dubisch. (New York: John Wiley and Sons, 1963. Pp. 124. $2.95, paper.)

Vignettes on the Theory and Practice of School Administration. Finis E. Engleman, Shirley Cooper, and William J. Ellena. (New York: The Macmillan Company, 1963. Pp. 237. $4.80.)  相似文献   

Conceptual change and killer whales: constructing ecological values for animals at the Vancouver Aquarium     

Elin Kelsey 《International Journal of Science Education》2013,35(5):551-559

Changes in the mode of presenting the killer whales within the aquarium required both marine mammal and interpretation staff to change their conceptions of the role and value of killer whale ‘performances’. The process of change that staff underwent is similar to, and can be facilitated by understanding of, conceptual change processes among learners of science. Similar constructivist strategies of conceptual challenge can guide the staff's interaction with visitors, as an attempt is made to help visitors see the ecological relationships of wild and captive killer whales.  相似文献   

Long-term predictors of narrative skill in children with early bilateral cochlear implants     

Kelsey E. Klein 《欧洲特需教育杂志》2013,28(2):202-219

Narratives require the integration of many different linguistic skills and can be used as an ecologically valid measure of child language development. This study investigated the narrative skills of 18 six- to seven-year-old prelingually deaf children who received simultaneous bilateral cochlear implants (CI) between 5 and 18 months of age. No significant differences were found on any of the narrative measures between this group and a matched group of normal-hearing children. Measures taken of the children at 3, 6, 9, 12, 24, 36 and 48 months post-implantation, and measures from their parents were examined as possible predictors of narrative skills 72 months post-implantation. Child auditory skills, expressive language and receptive language were significant predictors of later narrative skills. A greater use of auditory-verbal language relative to visually supported language by parents and educators was associated with increased language complexity in child narratives. These results strongly suggest that early bilateral CI is associated with improved language outcomes for children with severe congenital hearing loss.  相似文献   

No time to think: policy,pedagogy and professional learning     

Simon N. Leonard  Philip Roberts 《教育政策杂志》2013,28(2):142-160

In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts.  相似文献   

Meaningful reading gains by adult literacy learners     

Hollis S. Scarborough  John P. Sabatini  Jane Shore  Laurie E. Cutting  Kenneth Pugh  Leonard Katz 《Reading and writing》2013,26(4):593-613

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low literate adults (Sabatini, Shore, Holtzman, & Scarborough, 2011). Learners were randomly assigned to receive one of three tutoring programs for an average of 44 h of instruction. We used within-individual gains replicated over tests (WIGROT) as the method for identifying gainers, who were defined as students whose reading levels increased from pretest to posttest by a half year or more on at least two of four measured aspects of reading proficiency. The 46 % of the sample who met the criterion had higher pretest scores than non-gainers on measures of reading (d = .42, p < .01) and phonological awareness (d = .47, p < .01), and included fewer adults with a history of special education (43 vs. 61 %, phi = .19, p < .05), regardless of which instructional condition had been received. The findings suggest that basic skills instruction can lead to a meaningful degree of benefit for many adult learners who persist in reading programs for several months. Supplementing group level results with analyses of individual growth, such as WIGROT, appears to be useful in evaluating the efficacy of literacy interventions.  相似文献   

Effects of imagery‐eliciting on recognition and recall for radio commercials     

Leonard N. Reid  Lawrence C. Soley 《广播与电子媒介杂志》2013,57(2):567-574

This experiment suggests that recognition and recall are better for radio commercials with imagery‐eliciting copy than for commercials without imagery‐eliciting copy.  相似文献   

An exploration of future trends in environmental education research     

Nicole M. Ardoin  Charlotte Clark  Elin Kelsey 《Environmental Education Research》2013,19(4):499-520

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.  相似文献