An Academic Library Director's Alphabet     

Richard McKay 《College & Undergraduate Libraries》2013,20(1):20-25

This article offers librarians practical insight into a broad range of job-related conditions that affect the academic library director. It discusses the director's professional relationships with employees, colleagues, superiors, and patrons, and it also addresses the director's responsibilities for the quality of library service.  相似文献   

The e-government research domain: A triple helix network analysis of collaboration at the regional,country, and institutional levels     

Gohar Feroz Khan  Han Woo Park 《Government Information Quarterly》2013

This study introduces a hybrid approach (i.e., a social network analysis technique and triple helix indicators) to study certain aspects of the e-government (EG) domain that would otherwise remain hidden when using conventional analytic tools. Particularly, we provide network analysis of the EG research domain by focusing on the network collaboration between regions, nations and institutions. We collected and analyzed 1091 scholarly papers which were classified as being about “e-government” by the Web of Science database. The results indicate that hybrid method can be used to understand certain network-level structures and patterns in the EG domain which are beyond the scope of the predominantly-used systematic literature review (SLR) method. Particularly, the hybrid method is useful in understanding collaboration patterns between countries, institutions and regions in the EG domain, identifying key players by studying their network properties (i.e., degree centralities); and in understanding the pattern of relations among universities, industries, and government. The implications of these results in terms of research and practice, and study limitations are discussed.  相似文献   

Anecdotal episodes in the social context     

William G. Powers  H. Thomas Hurt 《Communication Research Reports》2013,30(1):71-75

This article examines poor, moderate and good anecdotal episodes in the social context. The research results suggest 1) the quality of anecdotal episodes is discriminated on the basis of energy and clarity concepts rather than the traditional delivery and content perspective, and 2) the energy and clarity of anecdotal episodes are related to observer's perceived social attraction and projected potential to achieve social and professional success. Tnese results suggest that anecdotal episodes merit further consideration in relational development research from the communication perspective.  相似文献   

BOOK REVIEW     

《Behavioral & Social Sciences Librarian》2013,32(1):53-57

No abstract available for this article.  相似文献   

Hierarchical Relationships in the Bibliographic Universe     

Jinfang Niu 《Cataloging & classification quarterly》2013,51(5):473-490

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A Process for Developing Regional Business School—Business Community Relationships     

《Journal of Marketing for HIGHER EDUCATION》2013,23(2):21-37

ABSTRACT

The relationship between a business school and the local business community can be a mutually beneficial relationship. For the regional business school, building relationships with business executives can be a timely and difficult challenge, which can be compounded by the presence and influence of larger private and state schools. The School of Business Administration at Oakland University (Rochester, MI), faced with these challenges, devised a simple straight-forward process that overcame these challenges and successfully involved 35 local business executives in a mutually beneficial relationship with the School in a very short time. This article describes the process, which can be used by any school or college.  相似文献   

Inclusion and mainstream education: an equal cooperation system     

S. Ebersold 《欧洲特需教育杂志》2013,28(1):89-107

By being holistic, inclusion implies the involvement of a wide variety of professionals coming from very diverse professional and institutional backgrounds. It will only find its unity in a common focus on the individual project and in the coherence of all participants' contributions, interactions and interrelationships. Because such coherent functioning is far from being spontaneous, the proposed analysis aims to identify some features contributing to the coherence of mainstream schooling situations and to the quality of the guidance of the assistant. It reveals that this coherence lies in the ability to define clearly what is expected by a mainstream education process, so that the different actors can combine an integrative perspective based on schools' needs and a participative approach based on children's needs. Secondly, it appears that guidance is likely to be appropriate to the child's needs if it is based in the coinvolvement of interindividual and organizational contractual relationships. Finally, the analysis reveals that the coherence of a mainstream education process presupposes strategies through which equal cooperation systems, taking into account inter-individual dynamics as well as organisational logics, can be created.  相似文献   

Dyslexia‐friendly schools and parent partnership: inclusion and home–school relationships     

Brahm Norwich  Carol Griffiths  Bob Burden 《欧洲特需教育杂志》2013,28(2):147-165

This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities.  相似文献   

Response to Reidun Tangen: insiders and relational problems     

Tone Kvernbekk 《欧洲特需教育杂志》2013,28(2):169-170

This paper reports the experiences of special education needs co‐ordinators (SENCOs) on the inclusion of pupils with a visual impairment (VI) in mainstream schools in Northern Ireland. A mixed method approach (postal questionnaire survey (n=113) and interviews (n=6)) was utilised to triangulate the findings. The results indicate an inverse relationship between school years and pupil numbers, with negligible numbers of pupils with a VI reported in higher level examination classes. They also reveal that, for health and safety reasons and due to problems in accessing text books, some schools discourage pupils with a VI from studying subjects such as technology and design, physical education and mathematics. While pupils with a VI are thought to enjoy the social aspects of school life (e.g., peer friendships), less is known about their ability to access a number of areas within the school, including lunchtime clubs and the dinner hall. These findings raise questions about the qualitative nature of the educational experience afforded pupils with a VI.  相似文献   

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships   总被引：2，自引：1，他引：1  

Sheila Degotardi  Naomi Sweller  Emma Pearson 《International Journal of Early Years Education》2013,21(1):4-21

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.  相似文献