The Benefits and Challenges of Working in an Academic Library: A Study of Student Library Assistant Experience     

Mimi Benjamin  Theresa McDevitt 《The Journal of Academic Librarianship》2018,44(2):256-262

Many college students choose or need to work, and academic libraries offer a potentially convenient on-campus location for employment. Students serving in these roles may benefit from the experience both academically and socially. By examining students' experience as workers in the library, academic libraries have the opportunity to understand the benefits that such work might provide and intentionally plan to enhance learning and demonstrate library value in a novel way. This basic qualitative study sought to explore the experiences of student assistants working in an academic library and identify the benefits and challenges they perceived as a result of enacting the role. Individual interviews were conducted with seven undergraduate student library assistants at a doctoral-granting institution to determine benefits and challenges they noted that resulted from their experiences in this student employment role, and findings reveal opportunities for academic librarians in training and supervising student employees.  相似文献   

传统对外观念对晚清外交的影响     

李育民 《中国文化研究》2020,(1):166-180

传统对外观念对晚清外交产生了重要的作用和影响。中国古代没有近代外交观念,实施的是所谓羁縻之道,其"羁縻勿绝"观念成了清政府议抚求和的直接理由,并融入到条约关系之中。历代王朝的"怀柔远人"和"一视同仁"观念,将与他国交往视为单向赐予,在晚清便利了列强向中国进行勒索,且得以均沾他国所攫取的各种特权。"因俗而治"和"不治治之"的观念和方针,对清政府让弃主权产生了深刻影响,且在涉及朝贡关系的交涉中也处于被动,但其中蕴有尊重他国主权的要素。春秋时期产生的"要盟无质"或"要盟不信"观念,在列强以武力强迫中国订立不平等约的背景下,自然而然地转为本能的抵拒,并留下了具有某种价值的思想资源。其他如天朝观念等亦产生重要影响。传统对外观念虽有消极的一面,但含有构建和谐国际社会的积极因素。  相似文献   

The Ecological Message of the Outdoor Magazines     

Jane Clausing 《The Journal of environmental education》2013,44(4):10-12

Abstract

The purpose of this study was to examine (a) college students' attitudes and complexity of thinking about the Endangered Species Act (ESA) and (b) the effects of environment-based coursework on students' attitudes and thinking. Using self-report questionnaires in a pretest-posttest design, the authors examined attitudes in terms of their direction, extremity, ambivalence, and importance. Complexity of thinking was measured as integrative complexity. Results suggested that college students (N = 205) who had moderate and ambivalent attitudes toward the ESA wrote significantly more integratively complex essays about the issue than did students who had unambivalent attitudes. Students' integratively complex thinking was not related to the direction of their attitudes toward the ESA or its personal importance to them. Students who were enrolled in an environment-based, university-wide writing course showed a significantly greater increase in integratively complex thinking about the ESA than did students enrolled in a nonenvironment-based, university-wide writing course.  相似文献   

The symbolic construction of social realities: A case study in the rhetorical criticism of paradox   总被引：1，自引：0，他引：1  

James W. Chesebro 《Communication quarterly》2013,61(2):164-171

This essay explores the possibility that a rhetorical figure can create, maintain, and mediate a perspective of reality or worldview. By way of an extended example, the rhetorical figure of paradox is cast as an organizing construct, creating a kind of “order”; or logic among experiences and phenomena typically felt to be at odds with one another. The ways in which a “paradoxical worldview”; can come into existence syntactically, semantically, and pragmatically are specified. In addition, the range of reactions to a paradoxical worldview, for both users and non‐users are described. The essay concludes by identifying prototypes, parameters, and evaluation principles for the analysis of paradoxical worldviews. Thus, this analysis ultimately posits that any rhetorical figure can theoretically generate and control a worldview.  相似文献   

Questioning the white body: on applying a phenomenological mode of inquiry to whiteness studies in education     

Gardner Seawright 《International journal of qualitative studies in education》2013,26(10):911-934

Abstract

The racialized body is of obvious, or at least implicit, concern for the qualitative study of Whiteness in education. Whiteness, as an organizing principle that conditions normative ways of being in society, is predicated upon the raced body as a social signifier. It is curious then, that the body remains under-examined and not treated as a serious analytic. How bodies interact in real time—how educational spaces are brought to life—are left to the analytical wayside in favor of reflective approaches. This paper questions prominent approaches to studying Whiteness in education, and subsequently proposes expanding the methodological repertoire to encompass a phenomenology of racial embodiment as a way to make-meaning of the subtle interactions between bodies unfolding in unique educational places.  相似文献   

Relationships between learning patterns and attitudes towards two assessment formats     

Menucha Birenbaum  Rose A. Feldman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):90-98

The study examined the relationships between learning patterns and attitudes towards two assessment formats: open‐ended (OE) and multiple‐choice (MC), among students in higher education. Sixteen Semantic Differential scales measuring emotional reactions, intellectual reactions and appraisal of each assessment format, along with measures of learning processes, academic self‐concept and test anxiety, were administered to 58 students. Results indicated two patterns of relationships between the learning‐related variables and the assessment attitudes: high scores on the self‐concept measure and on the three measures of learning processes were related to positive attitudes towards the OE format but negative ones towards the MC format; low scores on the test anxiety measures were related to positive attitudes towards the OE format. In addition, significant gender differences emerged with respect to the MC format, with males having more favourable attitudes than females. Results were discussed in light of an adaptive assessment approach.  相似文献   

Secondary Teachers and English Language Learners (ELLs): Attitudes,Preparation and Implications     

Eliane Rubinstein-Avila  En Hye Lee 《Clearing house (Menasha, Wis.)》2013,86(5):187-191

The education of language-minority students is a constitutional right. Throughout this article, the authors synthesize recent literature addressing two main questions: (1) What are secondary teachers’ attitudes toward English language learners (ELLs)? and (2) To what extent are secondary teachers being prepared to teach content effectively to this student population? Secondary teachers’ attitudes about ELLs vary, but are generally positive. The lack of teacher preparation—especially at the secondary level—to teach ELLs effectively is widespread. Thus, it is not surprising that secondary teachers feel ill-prepared to scaffold or differentiate instruction to meet these students’ language and academic needs. Since attitudes, preparation, and practice are interrelated, the authors also provide numerous implications for future practice at various levels: teacher-preparation programs, school district support, and classroom teaching.  相似文献   

Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning     

Warren DiBiase  Judith R. McDonald 《Clearing house (Menasha, Wis.)》2013,86(2):29-38

The purpose of this study was to determine teachers’ attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints, impeding the use of inquiry. These are the issues that must be effectively dealt with in the professional education and professional development of all science teachers.  相似文献   

Security measures on school crime in Texas middle and high schools     

Sutham Cheurprakobkit  Robert A. Bartsch 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):235-250

This statewide study surveyed 215 principals of middle schools and high schools in Texas, USA. It examined the effectiveness of activities on school crime by three main methods: (1) what activities the school was doing to combat crime (e.g. police/guards, school uniforms, metal detectors, drug education programmes, character education programmes, closed campus, surveillance, student court activity, rewards for attendance, etc.); (2) cooperation with outside sources (i.e. police, parents, school district, judicial branch); and (3) principals' comments on what helps and hurts school efforts to alleviate school crimes. Data from these principals regarding drug crime and interpersonal crime in schools were correlated with the data on school activities and outside cooperation. The study also used nine critical elements of promising violence prevention programmes introduced by Dusenbury et al., as a framework to evaluate Texas school measures to combat school crimes. The study's findings and policy implications were discussed.  相似文献   

Parents as demanding tax payers? Finnish findings     

Hannu Räty  Kati Kasanen 《Educational studies》2013,39(3):351-354

Though not categorically opposed to the idea, Finnish parents tended to resist rather than endorse the view of parents as tax payers who can make demands for the efficacy of schooling and expected teacher performance. However, parents with vocational training tended to resist this view less than parents from higher educational groups. Additionally, dissatisfaction with a child’s primary schooling and support for a selective educational policy were both associated with a tendency to view this role in a relatively positive light.  相似文献