Using Google Forms to track library space usage     

Beth Daniel Lindsay 《Journal Of Access Services》2016,13(3):159-165

This article is a response to the excellent “Using Mobile Technology to Observe Student Study Behaviors and Track Library Space Usage” by Susan Thompson. Thompson reviews the literature regarding user counts on mobile devices and describes the California State University San Marcos (CSUSM) Library's evaluation of SUMA, Counter+, and CloudOn. After trialing these mobile technologies, CSUSM selected CloudOn. At New York University Abu Dhabi, we use Google Forms to conduct user counts on an iPad and Google Sheets to evaluate these data. We find that Google Forms are easy to set up, modify as necessary, and present the data in easy-to-manipulate spreadsheets.  相似文献   

Bounding,An Accessible Method for Estimating Principal Causal Effects,Examined and Explained     

Luke Miratrix  Jane Furey  Avi Feller  Todd Grindal  Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162

Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools.  相似文献   

Text-based writing in elementary classrooms: teachers’ conceptions and practice     

Wang  Elaine Lin  Matsumura  Lindsay Clare 《Reading and writing》2019,32(2):405-438

Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,...  相似文献   

Different Disciplines Require Different Motivations for Student Success     

Rosanna Breen  Roger Lindsay 《Research in higher education》2002,43(6):693-725

This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.  相似文献   

The Internet: an aid to student research or a source of frustration?     

William Lindsay  Susan Mclaren 《Learning, Media and Technology》2000,25(2):115-128

The Internet is a powerful resource for research providing limitless access to information. This article considers an application in the undergraduate Bachelor of Education in Design and Technology course (B. Ed. [Hons] D&T ).

This four year course prepares students for the teaching of Design and Technology in secondary schools, focusing on the development of skills in design and problem solving. A project based approach is used within the course to encourage individual research activity and promote a student centred learning experience. As well as books and video resources, the students have access to the Internet through a network of Windows NT workstations. The potential for exploration via the Internet has been readily exploited by students and this article reviews the use made of this facility by students and their impressions of its value

Providing Internet access posed many technical and managerial challenges, some of which are considered in the article. The experience gained in its use has provided some interesting insights into other issues surrounding Internet access.

Student response to the Internet as a tool, experience of searches and some of their concerns about their experience in accessing Internet along with the perceived benefits are discussed in the article  相似文献   

University research in flux: Policy debate in Australia     

Alan Lindsay  Ruth Neumann 《Higher Education》1987,16(4):433-448

After a brief golden age Australian university research faces a difficult future. Two notions, utility and concentration, have become the catchwords of the emerging policy initiatives. Both have tended to be interpreted narrowly and simplistically, utility as having immediate technological applications that will bring economic benefits, and concentration to argue for breaking the teaching-research nexus, reducing the research workforce and thus achieving cost savings. As proposed, both initiatives require more centralised control of research policy and funding. Despite the outstanding record of Australia's universities in research and the absence of evidence to support the benefits claimed for the new initiatives, the pressure for change is gaining momentum. The problems facing Australian universities have much in common with those in other Western countries, although unique solutions must be sought for every setting. This paper argues that, in Australia, the adoption of the easy solution of increased concentration, short-term utility, and centralised control, is likely to compromise the established excellence and diversity in basic research, and to lead to an overall reduction in the scale of university research. Before any changes are instigated, there is a pressing need for a broad-ranging review based on widespread participation in a debate about needs and priorities, and rigorous research into the performance of the existing system and the potential benefits of the changes proposed.  相似文献   

Development of understanding about the nature of science     

Lindsay D. Mackay 《科学教学研究杂志》1971,8(1):57-66

  相似文献   

The use of the Infant Index/Baseline-PLUS as a baseline assessment measure of literacy     

Geoff Lindsay  Martin Desforges 《Journal of Research in Reading》1999,22(1):55-66

The Infant Index was initially developed as a baseline assessment instrument for children at school entry, with literacy as a key component. A later version, Baseline-PLUS, was developed to meet the accreditation criteria of the Qualifications and Curriculum Authority. The paper reports the results of a study of 5915 children, which comprised the 1996–97 cohort for one local education authority. The results indicate that the instrument is reliable (Cronbach’s alpha 0.92), that girls are rated as more advanced than boys in literacy and other domains, and that there are significant differences with respect to both children’s ethnic status and home language. Results for pre-school experience are also reported, but these are confounded by the LEA’s policy of provision. The implications for the use of the Infant Index/Baseline-PLUS and for the national scheme are explored.  相似文献   

‘Family comes in all forms,blood or not’: disrupting dominant narratives around the patriarchal nuclear family     

Daniela Gachago  Lindsay Clowes  Janet Condy 《Gender and education》2018,30(8):966-981

ABSTRACT

After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged.  相似文献   

Assessing institutional performance in higher education: a managerial perspective   总被引：1，自引：1，他引：1  

Alan Lindsay 《Higher Education》1981,10(6):687-706

Although many institutions are expending considerable effort in attempts to assess institutional performance and to utilize the results in improving performance, there are many impediments to the success of these endeavours. These include conceptual problems with the notion of institutional performance, inadequacies in the current measurement techniques and judgement procedures, and the mis-match between the results produced and management's information requirements. Institutional management in higher education has unique characteristics which give rise to particular information needs. The existing approaches to institutional evaluation vary in their ability to provide information meeting management's requirements.  相似文献