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   

A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder          下载免费PDF全文

Edward D. Barker  Esther Walton  Charlotte A.M. Cecil  Richard Rowe  Sara R. Jaffee  Barbara Maughan  Thomas G. O'Connor  Argyris Stringaris  Alan J. Meehan  Wendy McArdle  Caroline L. Relton  Tom R. Gaunt 《Child development》2018,89(5):1839-1855

In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong).  相似文献   

New maps of learning for quality art education: what pre-service teachers should learn and be able to do     

Felicity McArdle 《The Australian Educational Researcher》2012,39(1):91-106

It would be a rare thing to visit an early years setting or classroom in Australia that does not display examples of young children’s artworks. This practice serves to give schools a particular ‘look’, but is no guarantee of quality art education. The Australian National Review of Visual Arts Education (, 2009) has called for changes to visual art education in schools. The planned new National Curriculum includes the arts (music, dance, drama, media and visual arts) as 1 of the 5 learning areas. Research shows that it is the classroom teacher that makes the difference, and teacher education has a large part to play in reforms to art education. This paper provides an account of one foundation unit of study (Unit 1) for first year university students enrolled in a 4-year Bachelor degree program who are preparing to teach in the early years (0–8 years). To prepare pre-service teachers to meet the needs of children in the twenty-first century, Unit 1 blends old and new ways of seeing art, child and pedagogy. Claims for the effectiveness of this model are supported with evidence-based research, conducted over the 6 years of iterations and ongoing development of Unit 1.  相似文献   

When practice takes precedence: conceptions of inquiry and the link to ethical posture     

Karen McArdle  Jacinta Birchley  Jayne Bruce  Alison Hurrell  Sandra Paterson  Mary Stephen 《Educational Action Research》2015,23(1):68-84

Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour.  相似文献   

Book Reviews     

Felicity Grainger 《Health information and libraries journal》1993,10(2):102-103

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Developing a Common Model? Comparing Effective School Improvement Across European Countries     

Louise Stoll  Felicity Wikeley  Gerry Reezigt 《Educational Research and Evaluation》2013,19(4):455-475

Applicability of research models across contexts is often viewed as desirable. This article discusses 6 issues faced by members of the Effective School Improvement (ESI) project research teams as they explored themes emerging in case studies carried out in 8 different countries, as part of a process of trying to generate a model that would be valid and applicable across contexts. After posing questions that need further resolution, the conclusion at this particular stage of the research was that caution was advisable before transferring the findings from one context to another.  相似文献   

The effect of music therapy services on classroom behaviours of newly arrived refugee students in Australia—a pilot study     

Felicity Baker  Carolyn Jones 《Emotional and Behavioural Difficulties》2013,18(4):249-260

This pilot study examined the effects of a short‐term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive ‘English as a Second Language’ secondary school. A cross‐over design with two five‐week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed.  相似文献   

How multi-levels of individual and team learning interact in a public healthcare organisation: a conceptual framework     

Louise Doyle  Felicity Kelliher  Denis Harrington 《Action Learning: Research and Practice》2016,13(1):10-22

The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning.  相似文献   

Sublime Heterogeneities in Curriculum Frameworks     

Felicity  Haynes 《Educational Philosophy and Theory》2006,38(6):769-786

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Pedagogical implications of working with doctoral students at a distance     

Felicity Wikeley 《Distance Education》2004,25(1):125-142

This paper discusses the issues raised when delivering professional doctorate programmes to students at a distance. It explores the importance in doctoral study of engagement with a research community, what a "community of practice" might mean within the academic context and the problematic nature of working with students already operating within their own professional context and engaging with another community of practice—that of the researcher. It uses the example of a Doctor in Education (EdD) programme to explore the implications of using virtual learning environments to enable students at a distance to participate in the programme. It draws the conclusions that, far from being a new form of delivery, creating opportunities for students to engage with an academic community of practice requires tutors to use tried and tested pedagogical strategies in a new context. In doing so we use Moore's (1993, in Jung, British Journal of Educational Technology, 32(5), 525–534, 2001) concept of transactional distance to develop a new model of delivery, arguing that whilst dialogue needs to be increased, rather than loosening the structure, it is better achieved by tightening the structure to allow greater adaptability of content through careful moderation by tutors.  相似文献