Growth of the Program for Cooperative Cataloging in Canada     

Karen Jensen 《Cataloging & classification quarterly》2020,58(3-4):303-316

Abstract

Canadian participation in the Program for Cooperative Cataloging began in 1998 when Memorial University of Newfoundland joined NACO to counter the lack of locally relevant authority data. Different circumstances operated for each of the early adopters. McGill University joined SACO first, in 1999, and NACO only in 2009. Concordia University joined NACO in 2011. Other libraries joined forces through the Canada Funnel, established in 2005. Since 2015, the number of independent members has grown, and more Canadians have begun participating in the governance and working groups of the PCC. This coincides with increased interest in internationalization within the PCC itself.  相似文献   

Information Rx: Evaluation of a new informatics tool for physicians, patients, and libraries     

Siegel ER  Logan RA  Harnsberger RL  Cravedi K  Krause JA  Lyon B  Hajarian K  Uhl J  Ruffin A  Lindberg DA 《Information services & use》2006,26(1):1-10

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Literacy skills of adults with intellectual disabilities in two community‐based day programs     

Louise Young  Karen B. Moni  Anne Jobling  Christinavan E. Kraayenoord 《International Journal of Disability, Development & Education》2004,51(1):83-97

There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community‐based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discussed.  相似文献   

Community Perspectives and Subjective Quality of Life     

Paul Bramston  Karen Bruggerman  Grace Pretty 《International Journal of Disability, Development & Education》2002,49(4):385-397

Community integration has increasingly become the focus of research and practice in the field of intellectual disability. Recent research has demonstrated that community integration needs to be more than simply living within a community, people need to use the community and feel like they belong. This study pioneers the use of a sense of community measure to better understand the degree to which feelings of belonging are associated with quality of life. One hundred and thirty two students from both urban and rural schools participated in this study. Half of them had an intellectual disability and the remainder were matched peers without a disability. Life satisfaction scores for adolescents with an intellectual disability were found to correlate significantly with reported levels of activity, friends and support in the neighbourhood. People with an intellectual disability reported lower usage of some community facilities and significantly lower social belonging and empowerment than their matched nondisabled peers. The groups did not differ significantly on the sense of community measure and the above patterns were true for both urban centres and rural towns.  相似文献   

Acknowledging the affective in higher education   总被引：1，自引：0，他引：1  

Colin Beard  Sue Clegg  Karen Smith 《British Educational Research Journal》2007,33(2):235-252

This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.  相似文献   

Continuity of Care,Caregiver–Child Interactions,and Toddler Social Competence and Problem Behaviors     

Karen Ruprecht  James Elicker  Ji Young Choi 《Early education and development》2016,27(2):221-239

ABSTRACT

Research Findings: Continuity of care is a recommended practice in child care intended to promote secure and supportive relationships between infants and toddlers and their caregivers. Toddlers (N = 115) between 12 and 24 months were observed in 30 continuity and 29 noncontinuity classrooms. The average duration of care for toddlers with caregivers was 14 months in the continuity rooms and 5 months in noncontinuity rooms. Toddlers observed in continuity rooms experienced higher levels of interactive involvement with their caregivers and were rated by their caregivers as having fewer problem behaviors compared with the toddlers in noncontinuity rooms. Toddlers in rooms with higher staff–child ratios also experienced more involved caregiving. We did not find evidence that the level of involved caregiving mediated the association between continuity of care and toddlers’ social competence or problem behaviors. Practice or Policy: Continuity of care may be a promising practice for programs that strive to provide high-quality care for infants and toddlers.  相似文献   

Frequency of Six Early Childhood Education Approaches: A 10-Year Content Analysis of Early Childhood Education Journal     

Bridget A. Walsh  Karen Petty 《Early Childhood Education Journal》2007,34(5):301-305

The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents with their early childhood education enrollment decisions.  相似文献   

Investigation of potential gender bias in the peer review system at Reproduction     

Marie Biolková  Tom Moore  Karen Schindler  Karl Swann  Andy Vail  Lindsay Flook  Helen Dick  Greg Fitzharris  Christopher A. Price  Norah Spears 《Learned Publishing》2023,36(1):25-30

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Collaboration in the assessment and diagnosis of preschoolers: Challenges and opportunities     

Karen Moran Finello 《Psychology in the schools》2011,48(5):442-453

The preschool assessment and diagnostic process offers many opportunities for collaboration across disciplines that can enrich the professional's understanding of the young child. This article addresses the advantages and complexities of such collaboration including opportunities for infusing collaboration across the multiple steps of assessment. Challenges commonly seen in a collaborative process, involving issues of time, decisions regarding diagnosis and recommended interventions, shared responsibilities, conflict across disciplines, and the need for administrative support, are explored. Special issues around creating meaningful partnerships with families are examined with attention to fully including families at whatever level they are comfortable. Finally, trends in consultation and collaboration that require the specialized expertise of preschool psychologists are described, along with promising models of training that incorporate collaboration, consultation, and policy work into the pre‐service experience. © 2011 Wiley Periodicals, Inc.  相似文献   

V. THE NEUROBIOLOGICAL TOLL OF EARLY HUMAN DEPRIVATION     

Charles A. Nelson III  Karen Bos  Megan R. Gunnar  Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146

Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume.  相似文献