Imperatives for regular collection inventories: A New Zealand university library's experience     

Timothy J. Stedman 《Library Collections, Acquisitions, and Technical Services》2010,34(2-3):51-56

This paper describes three imperatives for collection inventory work at the University of Canterbury (UC) Library. Learning experiences from UC Library's first full inventory in 2005 were used to develop a regular and sustainable method of conducting future inventories. The first need for inventory arose as a result of an organized crime ring that targeted valuable books in libraries throughout New Zealand. Findings from library customer surveys in 2003 and 2005 gave rise to a second imperative which was to take prompt, proactive action regarding items missing from the shelves. As UC Library begins moving items to offsite storage, a third imperative arose for correctly accounting for what UC Library actually holds. As pressure comes on staffing resources this additional and significant collection management task has had to be achieved without extra staff. Good communication, clarity of responsibilities and breaking down the work into manageable amounts all became vital to the overall success of managing inventory work.  相似文献   

The professional engagement model of academic induction into on-line teaching     

Mary Hanrahan  Michael Ryan  Margot Duncan 《International Journal for Academic Development》2013,18(2):130-142

Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academics, the way it enhances the visibility of exemplars of academic work, its cost-effectiveness and scalability, and the complementarity of local and centralized support systems. Limitations include the time needed to build up such staff engagement, an apparent lack of visibility, and difficulty in measuring outcomes.  相似文献   

Optical Pulsars and Black Arrows: Discoveries as Occasioned Productions     

Timothy Koschmann  Alan Zemel 《学习科学杂志》2013,22(2):200-246

The current article represents a methodological proposal. It seeks to address the question of how one might recognize a discovery as a discovery without knowing in advance what is available to be discovered. We propose a solution and demonstrate it using data from a study previously reported by J. Roschelle (1992) Roschelle, J. 1992. Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2: 235–276. [Taylor & Francis Online] , [Google Scholar]. Roschelle investigated 2 students' developing understandings of certain abstract features of Newtonian mechanics while working within a computer-based microworld, the Envisioning Machine. We employ an approach we term discovery as occasioned production to reexamine his data. Such an approach proceeds stepwise from the identification of some matter discovered, working backward to see just where that matter entered the conversation and then, finally, tracing from that point forward to illuminate how the proposal for a possible discovery was ultimately transformed into a discovery achieved. The notion of “evident vagueness,” borrowed from H. Garfinkel, M. Lynch, and D. Livingston's (1981) Garfinkel, H., Lynch, M. and Livingston, D. 1981. The work of discovering science construed with materials from the optically discovered pulsar. Philosophy of Social Science, 11: 131–158. [Crossref], [Web of Science ®] , [Google Scholar] account of the discovery of an optical pulsar, emerges as an important feature of our analysis. Following H. Garfinkel (2002) Garfinkel, H. 2002. Ethnomethodology's program: Working out Durkheim's aphorism. Lanham, MD: Rowman & Littlefield..  [Google Scholar], we present our findings as a “tutorial problem” and offer a suggestion for how a program of practice studies in the learning sciences might be pursued.  相似文献   

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale     

Ryan C Meldrum  Brian Stults 《Journal of Criminal Justice Education》2013,24(3):381-395

A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale.  相似文献   

The role of model building in problem solving and conceptual change     

Chwee Beng Lee  David Jonassen  Timothy Teo 《Interactive Learning Environments》2013,21(3):247-265

This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic.  相似文献   

Criminal justice doctoral programs in the United States and Canada: Findings from a national survey     

Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):195-213

Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics.  相似文献   

Practicality in Virtuality: Finding Student Meaning in Video Game Education     

Timothy Barko  Troy D. Sadler 《Journal of Science Education and Technology》2013,22(2):124-132

This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games.  相似文献   

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve     

Ryan S. Baker  Arnon Hershkovitz  Lisa M. Rossi  Adam B. Goldstein  Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.  相似文献   

A Framing Primer for Community College Leaders     

Ryan Nausieda 《Community College Journal of Research & Practice》2013,37(10):917-926

The purpose of this article is to be a tool for community college leaders, as well as campus members, to positively and effectively utilize framing on their campuses. The fictional case of Maggie Pascal at Midwestern Community College illustrates the process of framing the change of a new partnership with Wind Energy Corporation to internal stakeholders on campus. This case illustrates the importance of understanding context and frames before the action of framing can be activated. A leader can then decide which type of framing to utilize (i.e., step-by-step, vision, or connective) and which language tools will be most effective in framing. The ways a practitioner operationalizes framing is through symbolism, talking, walking, and writing (Eddy, 2010a). This idea of framing is an important skill leaders can proactively develop to support their campuses through change processes to enhance the likelihood for a successful change outcome. Also, this may benefit other campus members who may have the opportunity to frame meaning for others or to be involved in making sense of a leader’s framing.  相似文献   

Participative Leadership: Perspectives of Community College Presidents     

Lauren Grasmick  Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80

This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones.  相似文献