Evaluating the Intersection Between WorldCat Local and Student Research     

《Journal of Web Librarianship》2013,7(2):113-124

The College of St. Benedict and St. John's University Library have used WorldCat Local as a discovery tool since 2008. After four years of use and numerous anecdotes about the difficulties encountered with this product, a committee was formed to test the tool's usability and effectiveness. Seven female and six male students were asked to find appropriate materials within WorldCat Local for a mock research assignment. The students’ research and thought processes were recorded and studied. The recordings were analyzed by the committee, and the search strategies as well as the materials selected by the students were evaluated and scored. Although the sample size limits generalizability, the videos provided an in-depth look into the students’ research processes and their evaluation of what they found. Students generally fared well when asked to identify suitable books for their research topic, but they encountered many difficulties interpreting article records and identifying appropriate articles. Some WorldCat Local interface features appeared to be either the source of student problems or were not used effectively. Anyone wanting to replicate this study in his or her own evaluation of a discovery tool will want to be aware of the issues encountered in this evaluation of WorldCat Local.  相似文献   

中国武术“悟”的运行逻辑与价值取向——基于身体认知的视角     

陈保学  卢春天  金玉柱  董刚 《武汉体育学院学报》2022,56(4):58-64

作为中国武术的一种特殊身体认知方式,“悟”在武术教育与传承中有着极其深远的意义,其身心一统、知行合一的特征充分体现了合规律性与合目的性的内在一致性,是中国古代身体智慧的集中体现。基于身体认知理论,在澄明和阐释“悟”的义理基础上,探究中国武术“悟”的运行逻辑与价值取向。中国武术“悟”的运行逻辑主要包含符号表征、隐喻映射、意会认知与行为转化四个层次,符号表征是“悟”的前提条件,隐喻映射是“悟”的逻辑起点,意会认知是“悟”的运行方式,行为转化是“悟”的实践指向,它们统一于“悟”中。这种运行逻辑的价值取向主要体现在,悟统身心的终极指向、悟合知行的实践进路、悟以体道的内在超越三个方面。中国武术教育与传承中要科学认识和有效运用“悟”的运行逻辑,客观看待和正确引导“悟”的价值取向,让这种中国式的文化传统和实践智慧在现代社会语境下也能熠熠生辉。  相似文献   

Methodological individualism,educational administration,and leadership     

Colin W. Evers 《Journal of educational administration and history》2013,45(2):159-173

There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualism and that there are four serious problems with this view. First, it is logically difficult to describe individual actions without recourse to structures. Second, methodological individualism fosters a centralised mindset inviting the attribution of leadership where none may exist. Third, evidence for distributed cognition compromises leader-centrism. And fourth, administrative tasks themselves are often highly structured. In response to these problems, we urge a more balanced approach to organisational functioning, one that involves both structures and individuals.  相似文献   

A Study Of The Relationship Between Grade And Age And Variability     

Fei Tsao 《Journal of Experimental Education》2013,81(3):187-200

Power and stability of Type I error rates are investigated for the Box-Scheffé test of homogeneity of variance with varying subsample sizes under conditions of normality and nonnormality. The test is shown to be robust to violation of the normality assumption when sampling is from a leptokurtic population. Subsample sizes which produce maximum power are given for small, intermediate, and large sample situations. Suggestions for selecting subsample sizes which will produce maximum power for a given n are provided. A formula for estimating power in the equal n case is shown to give results agreeing with empirical results.  相似文献   

A Review of “Fields of Green: Restorying Culture,Environment, and Education”     

Clifford E. Knapp 《The Journal of environmental education》2013,44(3):192-193

This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL). An analysis of more than 200 creative pieces collected from eight runs of this curriculum over four years shows that CEL can be used as a guiding concept for the creation of curriculum targeting urban areas and racially diverse learners. Several examples of this student-produced green hip-hop are shared to delineate elements of CEL that can help educators evaluate student learning as well as their own teaching materials.  相似文献   

Responses to refusals of requests: Face threat and persistence,persuasion and forgiving statements     

Danette Ifert Johnson  Michael E. Roloff  Melissa A. Riffee 《Communication quarterly》2013,61(4):347-356

Wilson et al.'s (1998) revision of politeness theory has been applied to requesting, refusing and relational development, finding that different types of face threat are present in an interaction depending on the interaction goals. This investigation seeks to extend Wilson et al.'s (1998) work by determining how threats to a speaker's and hearer's face needs influence a requester's desire to persist and use of persuasion and forgiving statements after refusal. Results indicate that refusals creating greater threat to the positive and negative face needs of requesters yield greater desire to persist and use of persuasion statements. Specific face threats did not appear to be related to use of forgiving statements.  相似文献   

Awakening vision: examining the reconceptualization of Aboriginal education in Canada via Kaupapa Māori praxis     

Braden Rico 《Asia Pacific Journal of Education》2013,33(4):380-393

Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms.  相似文献   

Using Problem-Centered Learning for Teaching Collaboration in a General Methods Course     

Carol Y. Yoder  Robert O. Williams 《Clearing house (Menasha, Wis.)》2013,86(2):67-72

Beginning secondary school teachers need support. Although no panacea is available for assuring successful classroom practice, the authors provide suggestions resulting from thirty plus years experience as classroom teachers, school administrators, and university professors. These suggestions focus on classroom management, and they include helping students become academically engaged, organizing instruction to accommodate students' strengths and needs, and motivating students to be interactive during instructional activities. Becoming an effective teacher, however, is a unique journey, and classroom management is only one important factor that can make the journey more successful for both students and teachers.  相似文献   

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma     

Sean M. Lennon  Jeffrey M. Byford  J. T. Cox 《Clearing house (Menasha, Wis.)》2013,86(6):178-181

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.  相似文献   

Psychologism and Instructional Technology     

《Educational Philosophy and Theory》2013,45(3):307-331

Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power‐relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively (e.g. critical and hermeneutical psychology).  相似文献