Bypassing E-Reserves with Durable Links to Subscribed Content     

Linda Frederiksen  Joel Cummings  Lara Cummings  Diane Carroll 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):117-131

Increasingly, libraries of all types and sizes are adding electronic book (ebook) titles to their collections. A survey was used to explore the implications of ebook licensing and interlibrary loan use. Among academic libraries in the United States, a widespread preference for handling print books was found along with a need for more information about ebook interlibrary loan rights at one's own institution and a means to identify format type available from potential lending libraries.  相似文献   

Synchronous and asynchronous interactions of bilingual Hispanic pre‐ and in‐service teachers in distance learning     

Luisa Lara  Richard Howell  Jeronimo Dominguez  José Navarro 《The American journal of distance education》2013,27(3):50-67

Abstract

This study investigated differences in online written interactions of bilingual Hispanic pre‐ and in‐service teachers across two types of online discussion groups: synchronous and asynchronous. Participants were exposed to a shortened version of a wholly online special education course and participated in instructional activities as well as synchronous and asynchronous discussion groups over a six‐week period. The research used both an alternating treatment design to gather quantitative data, and interviews and questionnaires for qualitative data. The results support the contention that synchronous discussion group interactions are an important feature of successful online courses with Hispanic students.  相似文献   

Holistic face processing in newborns, 3-month-old infants, and adults: evidence from the composite face effect     

Turati C  Di Giorgio E  Bardi L  Simion F 《Child development》2010,81(6):1894-1905

Holistic face processing was investigated in newborns, 3-month-old infants, and adults through a modified version of the composite face paradigm and the recording of eye movements. After familiarization to the top portion of a face, participants (N = 70) were shown 2 aligned or misaligned faces, 1 of which comprised the familiar top part. In the aligned condition, no visual preference was found at any group age. In the misaligned condition, 3-month-olds preferred the face stimulus with the familiar top part, adults preferred the face stimulus with the novel one, and newborns did not manifest any visual preference. Results revealed that both infants' and adults' eye movements may be affected by holistic face information and demonstrated holistic face processing in 3-month-olds.  相似文献   

Career Narratives of African American Female College Students: Insights for College Counselors          下载免费PDF全文

Cassandra A. Storlie  Tracy Lara Hilton  Deborah Duenyas  Robin Archer  Kevin Glavin 《Journal of College Counseling》2018,21(1):29-42

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012 ), the Future Career Autobiography (Rehfuss, 2009 ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, 1990 ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.  相似文献   

ePortfolios and Reflective Practice for Food Science Students          下载免费PDF全文

Lara Wakeling  Peter Aldred  Rachael Hains‐Wesson 《Journal of Food Science Education》2018,17(2):52-59

The study investigated students’ perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed‐method approach was applied to the study in a first‐year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students’ ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st‐year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.  相似文献   

“Do you want an idea of what they’re doing?” Transgressive data generation and analysis within a bilingual writers workshop     

Carolyn S. Hunt  Thomas P. Crumpler  Lara J. Handsfield 《International journal of qualitative studies in education》2016,29(3):399-425

We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants in motion within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher’s and students’ discursive moves during the event tactically disrupted the researchers’ agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers’ work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data “collection.” We end with implications for interpreting and representing research findings.  相似文献   

Dropouts in Swiss vocational education and the effect of training companies’ trainee selection methods     

Lara Forsblom  Lucio Negrini  Jean-Luc Gurtner  Stephan Schumann 《Journal of Vocational Education & Training》2016,68(4):399-415

In the Swiss vocational education system, which is often called a ‘Dual System’, trainees enter into an apprenticeship contract with a training company. On average, 25% of those contracts are terminated prematurely (PCT). This article examines the relationship between training companies’ selection methods and PCTs. The investigation is based on a quantitative study with a cross-sectional design and on qualitative interviews. Trainers and operations managers (N = 335) of Swiss training companies for cooks and painters were surveyed. Half of the companies have been affected by a PCT in the past and the other half have not. The findings indicate that a certain amount of the explained variance between companies with and without reported PCTs can be explained by the companies’ selection process. Companies that were affected by a PCT use a job interview and a company visit significantly less often in their selection process than companies without a PCT.  相似文献   

Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children   总被引：1，自引：0，他引：1  

David Klahr  Lara M. Triona  Cameron Williams 《科学教学研究杂志》2007,44(1):183-203

“Hands‐on” activities play an important, but controversial, role in early science education. In this study we attempt to clarify some of the issues surrounding the controversy by calling attention to distinctions between: (a) type of instruction (direct or discovery); (b) type of knowledge to be acquired (domain‐general or domain‐specific); and (c) type of materials that are used (physical or virtual). We then describe an empirical study that investigates the relative effectiveness of the physical–virtual dimension. In the present study, seventh and eighth grade students assembled and tested mousetrap cars with the goal of designing a car that would go the farthest. Children were assigned to four different conditions, depending on whether they manipulated physical or virtual materials, and whether they had a fixed number of cars they could construct or a fixed amount of time in which to construct them. All four conditions were equally effective in producing significant gains in learners' knowledge about causal factors, in their ability to design optimal cars, and in their confidence in their knowledge. Girls' performance, knowledge, and effort were equal to boys' in all conditions, but girls' confidence remained below boys' throughout. Given the fact that, on several different measures, children were able to learn as well with virtual as with physical materials, the inherent pragmatic advantages of virtual materials in science may make them the preferred instructional medium in many hands‐on contexts. © 2006 Wiley Periodicals, Inc. J Res Sci Teach  相似文献   

Interactions between defining,explaining and classifying: the case of increasing and decreasing sequences     

Lara Alcock  Adrian Simpson 《Educational Studies in Mathematics》2017,94(1):5-19

This paper describes a study in which we investigated relationships between defining mathematical concepts — increasing and decreasing infinite sequences — explaining their meanings and classifying consistently with formal definitions. We explored the effect of defining, explaining or studying a definition on subsequent classification, and the effect of classifying on subsequent explaining and defining. We report that (1) student-generated definitions and explanations were highly variable in content and quality; (2) explicitly considering the meaning of the concept facilitated subsequent classification, and giving a personal definition or explanation had a greater effect than studying a given definition; (3) classifying before defining or explaining resulted in significantly poorer definitions and explanations. We discuss the implications of these results for the teaching of abstract pure mathematics, relating our discussion to existing work on the concept image/concept definition distinction and on working with examples.  相似文献   

Confronting,Challenging, and Changing Teachers' Beliefs: Implications from a Local Systemic Change Professional Development Program     

Fetters  Marcia K.  Czerniak  Charlene M.  Fish  Lara  Shawberry  Jason 《Journal of Science Teacher Education》2002,13(2):101-130

Journal of Science Teacher Education -  相似文献