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Daniel W. Noonan 《Journal Of Archival Organization》2016,13(3-4):146-151
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Daniel W. Noonan 《Journal Of Archival Organization》2016,13(1-2):82-86
New to the Journal of Archival Organization, the “Technology matters in archives” column examines how technology affects archives and archivists. This inaugural column explains the nature of the column and sets the stage for topics and issues that it will address. It examines the meaning of the term technology. Further, the column explores the notion of technological dependence-- not just dependence on digital or electronic systems--as a lens in which to examine the archival enterprise in grappling with twenty-first century issues. Concluding with the suggestion that technology can be considered from three categorical points of view: soft (philosophical approaches and practices), medium (codified processes, guidelines and standards) and hard technology (hardware and software). 相似文献
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Jeff D. Farmer Helen Gerretson Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360
In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications. 相似文献
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Peer relations across 2 contexts (in school and after school) were examined for 577 participants, approximately 12 years old, from 3 middle schools in Milan, Italy. The primary research questions were: Do peer networks from different contexts uniquely contribute to explaining variance in individual behavior? Do measures of peer preference and peer network inclusion across contexts uniquely contribute to explaining individual depressive symptoms? Structural equation models showed that both the in-school and the after-school peer networks uniquely contributed to explaining variance in 2 types of individual problem behavior (in-school problem behavior, after-school delinquency), and that similarity with the 2 peer networks varied according to behaviors specific to each context and across gender. Finally, both in-school and after-school peer network inclusion contributed to explaining variance in depressive symptoms, after controlling for classroom peer preference. 相似文献
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