High-Quality Metadata and Repository Staffing: Perceptions of United States–Based OpenDOAR Participants     

Heather Moulaison Sandy  Felicity Dykas 《Cataloging & classification quarterly》2016,54(2):101-116

Digital repositories require good metadata, created according to community-based principles that include provisions for interoperability. When metadata is of high quality, digital objects become sharable and metadata can be harvested and reused outside of the local system. A sample of U.S.-based repository administrators from the OpenDOAR initiative were surveyed to understand aspects of the quality and creation of their metadata, and how their metadata could improve. Most respondents (65%) thought their metadata was of average quality; none thought their metadata was high quality or poor quality. The discussion argues that increased strategic staffing will alleviate many perceived issues with metadata quality.  相似文献   

Technology’s role in learning at a commuter campus: The student perspective     

Janet A. Buckenmeyer  Casimir Barczyk  Emily Hixon  Heather Zamojski  Annette Tomory 《Journal of Further & Higher Education》2016,40(3):412-431

Patterns of technology ownership and usage, as well as skills with and preferences for various technologies, affect the college experience (Educause 2012). Students at a commuter campus of a large Midwestern public university were surveyed about technology and the learning process: 94% of the respondents believed that technology had the potential to benefit learning and 85% thought it was central to their academic success. Students credited technology-enhanced courses with increased and more effective communication with instructors, the ability to better manage course activities and expanded opportunities for practice and reinforcement. Students’ prior experiences with a course management system affected their perceptions of the role of technology and their subsequent beliefs about the benefits of its use in their university courses. Implications for administrators who make decisions about faculty development, student retention and funding for technology-enhanced course offerings are discussed.  相似文献   

The Roles of Parental Support and Family Stress in Adolescent Sleep          下载免费PDF全文

Kim M. Tsai  Ronald E. Dahl  Michael R. Irwin  Julienne E. Bower  Heather McCreath  Teresa E. Seeman  David M. Almeida  Andrew J. Fuligni 《Child development》2018,89(5):1577-1588

The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (M_age = 16.40 years, 43% male) and their parents (M_age = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep.  相似文献   

Opening classroom interaction: the importance of feedback     

Heather Smith  Steve Higgins 《Cambridge Journal of Education》2006,36(4):485-502

Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large‐scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed.  相似文献   

Testing Accommodations and the Measurement of Student Academic Growth     

Heather M. Buzick 《Educational Assessment》2019,24(1):57-72

Using two states’ grades 3 through 8 state assessment databases, this study documents the extent to which students were assigned testing accommodations for ELA or mathematics in only one of two consecutive years. The percentage of students with disabilities who were assigned accommodations in the current year only or in the prior year only in a given grade statewide was not trivial, sometimes exceeding 25%. The relationship between inconsistent assignment to any accommodations and both students’ prior proficiency level and aggregate growth is also documented. Group differences were observed at the state level. No practical differences were observed when covariates for inconsistent assignment were included in school value-added models, but very few schools had a substantial proportion of students with disabilities assigned accommodations inconsistently in a given grade. Implications for research and practice are discussed.  相似文献   

Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon     

Matthew Kearney  Sandy Schuck  Peter Aubusson  Paul F. Burke 《Teacher Development》2018,22(4):481-496

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time   总被引：6，自引：1，他引：6  

Kenneth H. Rubin  Paul D. Hastings  Shannon L. Stewart  Heather A. Henderson  Xinyin Chen 《Child development》1997,68(3):467-483

Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts.  相似文献   

Exploring the effects of personality type on perceived satisfaction with web-based learning in continuing professional development     

Heather Kanuka  Norma Nocente 《Distance Education》2003,24(2):227-244

The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics.  相似文献   

Gentrification,Charter Schools,and Enrollment Patterns in Washington,DC: Shared Growth or New Forms of Educational Inequality?     

Bryan Mann  Heather Bennett  Annah Rogers 《Peabody Journal of Education》2020,95(3):211-228

ABSTRACT

Cities in the United States and across the world have experienced gentrification at the same time as school choice policies have become more popular. This research examines the relationship between gentrification and charter schooling, seeking to understand how together they affect demographic composition of schools across Washington, DC. This study uses geographic information systems (GIS) mapping and statistical techniques to show that gentrified neighborhoods are more likely to have charter schools. Additionally, the demographic compositions of charter schools and traditional public schools differ depending on the gentrification classification of the census tract in which the schools are located. While a handful of diverse charter schools exist in gentrified neighborhoods and some diverse public schools exist in traditionally affluent neighborhoods, schools in Washington, DC remain racially and economically isolated overall.  相似文献