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   

Rethinking Contexts for Learning and Teaching: Communities,activities and networks     

Geraldine Haynes 《International Journal of Lifelong Education》2013,32(2):278-279

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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   

Problems encountered by clinical end users of MEDLINE and GRATEFUL MED     

C J Walker  K A McKibbon  R B Haynes  M F Ramsden 《Bulletin of the Medical Library Association》1991,79(1):67-69

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Revising Revisionism: A New Look at American Communism     

Harvey Klehr  John Earl Haynes 《Academic Questions》2009,22(4):452-462

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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   

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes   总被引：3，自引：0，他引：3  

Lia M. Daniels  Tara L. Haynes  Robert H. Stupnisky  Raymond P. Perry  Nancy E. Newall  Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.  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