Catalogers Unite! Creating Documentation through Collaboration     

Patricia K. Falk  Elizabeth Hertenstein  Stefanie Dennis Hunker 《Cataloging & classification quarterly》2013,51(1-3):214-223

Recent changes have forced Bowling Green State University (BGSU) to reevaluate our documentation, workflows, and communication. There have been staff retirements, changes in staff responsibilities, and a new faculty cataloger. Additionally, BGSU is implementing a discovery layer, purchasing shelf-ready books, and adding more electronic resources. It has become apparent that documentation needs to be updated and, in many cases, created from scratch. Collaboration is critical as catalogers are currently few in number and are seeing the need to work with other departments in ways unheard of previously. The creation of a new cataloging manual is vital to the success of cataloging at BGSU.  相似文献   

How invariant and accurate are domain ratings in writing assessment?     

Stefanie A. Wind  George Engelhard 《Assessing Writing》2013,18(4):278-299

The use of evidence to guide policy and practice in education (Cooper, Levin, & Campbell, 2009) has included an increased emphasis on constructed-response items, such as essays and portfolios. Because assessments that go beyond selected-response items and incorporate constructed-response items are rater-mediated (Engelhard, 2002, Engelhard, 2013), it is necessary to develop evidence-based indices of quality for the rating processes used to evaluate student performances. This study proposes a set of criteria for evaluating the quality of ratings based on the concepts of measurement invariance and accuracy within the context of a large-scale writing assessment. Two measurement models are used to explore indices of quality for raters and ratings: the first model provides evidence for the invariance of ratings, and the second model provides evidence for rater accuracy. Rating quality is examined within four writing domains from an analytic rubric. Further, this study explores the alignment between indices of rating quality based on these invariance and accuracy models within each of the four domains of writing. Major findings suggest that rating quality varies across analytic rubric domains, and that there is some correspondence between indices of rating quality based on the invariance and accuracy models. Implications for research and practice are discussed.  相似文献   

Exploring the Role of ‘Gendered' Discourse Styles in Online Science Discussions     

Florence R. Sullivan  Manu Kapur  Sandra Madden  Stefanie Shipe 《International Journal of Science Education》2013,35(3):484-504

In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically ‘feminine' discourse style and female use of the stereotypically ‘masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.  相似文献   

A cross-national comparison of perceived strategic importance of RFID for CIOs in Germany and Italy     

Stefanie Leimeister  Jan Marco Leimeister  Uta Knebel  Helmut Krcmar 《International Journal of Information Management》2009

Purpose

Drawing from literature on innovation, strategy and culture the objective of this study is to explore the role of perceived potentials and perceived strategic importance on CIOs’ perspective on RFID technology in two different cultural settings.

Methodology

Based on survey responses from 463 German and 157 Italian IT decision makers we analyzed the data with PLS structural equation modeling.

Findings

We show that perceived potentials of RFID influence the perceived strategic importance which positively influences CIOs’ intention to invest in RFID. The composition of perceived potentials affecting the strategic importance of RFID differs significantly in both cultures. In Germany, potentials attributed to RFID are improving quality, automating manpower, reducing counterfeits, and improving customer service. Italian CIOs value reducing stock inconsistencies, optimizing stock keeping, and improving customer service as RFID potentials. Regardless of culture, findings show that company size hardly has impact on perceived strategic importance.

Originality/value

This research shows on a large empirical basis cultural differences in the perception of RFID in two countries using PLS.  相似文献   

A Qualitative Study of the Play of Dual Language Learners in an English-Speaking Preschool     

Stefanie Dominguez  Jeffrey Trawick-Smith 《Early Childhood Education Journal》2018,46(6):577-586

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Databases on Human Rights Education     

Stefanie Le?mann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,3(2):287-292

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Exploring the Influence of Range Restrictions on Connectivity in Sparse Assessment Networks: An Illustration and Exploration Within the Context of Classroom Observations          下载免费PDF全文

Stefanie A. Wind  Eli Jones 《Journal of Educational Measurement》2018,55(2):217-242

Range restrictions, or raters’ tendency to limit their ratings to a subset of available rating scale categories, are well documented in large‐scale teacher evaluation systems based on principal observations. When these restrictions occur, the ratings observed during operational teacher evaluations are limited to a subset of the available categories. However, range restrictions are less common within teacher performances that are used to establish links (anchor ratings) in otherwise disconnected assessment systems. As a result, principals’ category use may be different between anchor ratings and operational ratings. The purpose of this study is to explore the consequences of discrepancies in rating scale category use across operational and anchor ratings within the context of teacher evaluation systems based on principal observations. First, we used real data to illustrate the presence of range restriction in operational ratings, and the effect of this restriction on connectivity. Then, we used simulated data to explore these effects using experimental manipulation. Results suggested that discrepancies in range restriction between anchor and operational ratings do not systematically impact the precision of teacher, principal, and teaching practice estimates. We discuss the implications of these results in terms of research and practice for teacher evaluation systems.  相似文献   

Aneignung im Kontext von (Re-)Organisation
Eine erziehungswissenschaftliche Analyse von Modernisierungsprozessen     

Stefanie Hartz 《Zeitschrift für Erziehungswissenschaft》2007,10(1):90-107

Modernisierungen in Unternehmen gelten als erforderliche, zugleich aber auch als schwierige friktionale Prozesse. In sie wird viel investiert. Dennoch bleiben die Wirkungen oft hinter den Erwartungen zurück. Dies verweist darauf, dass sich ?nderungen nicht per Beschluss von oben nach unten durchsetzen lassen. Es sind vielmehr ineinander greifende und sich gegenseitig irritierende Lern- und Ver?nderungsprozesse auf individueller und organisationaler Ebene erforderlich. Wie derartige Prozesse verlaufen und ineinander greifen, ist bislang nur unzureichend gekl?rt. Dieses Defizit ist Ausgangspunkt des nachfolgenden Beitrags. Er bezieht sich auf eine Studie, in deren Kern es um die Entwicklung eines theoretischen Angebots und die Anwendung auf einen Fall geht. Dazu wurde die soziologisch ausgerichtete Organisationstheorie um die erziehungswissenschaftliche Kategorie Aneignung erweitert und das Konzept der „mentalen Mitgliedschaft“ entwickelt. Dieses entwirft eine neue Perspektive auf die Schnittstelle zwischen Individuum und Organisation. Sie erlaubt es, die Frage zu verfolgen, wie die neuen, durch die Reorganisationsma?nahme in die Organisationen zu implementierenden Strukturen und das darin eingelagerte Wissen von den Individuen biographisch verarbeitet werden und wie dieses auf das organisationale Geschehen zurückwirkt. In der Anwendung auf einen konkreten Fall zeigt sich die Leistungsf?higkeit der erziehungswissenschaftlichen Kategorie Aneignung für die Analyse von Modernisierungsprozessen in Organisationen.  相似文献   

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game     

Dries Debeer  Stefanie Vanbecelaere  Wim Van Den Noortgate  Bert Reynvoet  Fien Depaepe 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1881-1897

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Effects of Reinforcement Learning on Gaze Following of Gaze and Head Direction in Early Infancy: An Interactive Eye-Tracking Study     

Christine Michel  Ezgi Kayhan  Sabina Pauen  Stefanie Hoehl 《Child development》2021,92(4):e364-e382

The current four experiments investigated gaze following behavior in response to gaze and head turns in 4-month-olds and how reinforcement learning influences this behavior (N = 99). Using interactive eye tracking, infants’ gaze elicited an animation whenever infants followed a person’s head or gaze orientation (Experiment 1.1, 2.1 and 2.2) or looked at the opposite side (Experiment 1.2). Infants spontaneously followed the direction of a turning head with and without simultaneously shifted gaze direction (Cohen’s d: 0.93–1.05) but not the direction of isolated gaze shifts. We only found a weak effect of reinforcement on gaze following in one of the four experiments. Results will be discussed with regard to the impact of reinforcement on the maintenance of already existing gaze following behavior.  相似文献