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This article is a preliminary analysis of the first few years of the Computer Matching and Privacy Protection Act of 1988 (CMPPA). The act requires Federal agencies to establish Data Integrity Boards (DIBs) with responsibility to approve written agreements for computer matches in which their agencies are involved. Information for this analysis was collected from the annual reports on computer matching submitted by agencies to the Office of Management and Budget (OMB) for 1990 and 1991 and from 108 matching agreements. The secretaries of several DIBs were also interviewed. The effectiveness of DIBs and matching agreements are analyzed using McCubbins and Schwartz's distinction between “police-patrol” and “fire- alarm” oversight. The article concludes that more active and direct oversight, which would occur through an independent data protection or privacy board, is necessary. 相似文献
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Shannon Regan 《期刊图书馆员》2016,70(1-4):89-99
The responsibility for and the initiative to preserve electronic journal content is neither clear nor easy, and knowing the preservation status of an e-journal is not a basic step within the NASIG Core Competencies for Electronic Resources Librarians life cycle of electronic resources management. Columbia and Cornell University Libraries secured funding for a project to specifically evaluate strategies for expanding e-journal preservation. A wide range of e-journal categories are evaluated within the scope of the project, including: content direct from publishers, small and society publishers, Open Access e-journals, full-text content from third-party content providers, and university generated e-journals. Discussed are techniques for identifying at risk e-journals, integrating preservation into license negotiation with publishers, tracking the preservation status of e-journals, and developing relationships with existing preservation agencies. The quality of future of scholarship and teaching hinges on the preservation of the scholarly record. 相似文献
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Kelley Regan Anya S. Evmenova Reagan L. Mergen Courtney Verbiest Amy Hutchison Reagan Murnan Sara Field Boris Gafurov 《Learning disabilities research & practice》2023,38(1):40-56
Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention-deficit hyperactivity disorder in using a technology-based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long-range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students’ writing progress with a genre-specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre-specific writing rubrics in practice to make data-driven decisions about student writing. 相似文献
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Kelley Regan Anna Evmenova Pam Baker Marci Kinas Jerome Vicky Spencer Holly Lawson Terry Werner 《The Internet and Higher Education》2012,15(3):204-212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. 相似文献
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We study the incentives that museums face in determining how much resources to invest in the protection of their artwork from theft. We present and analyze a game-theoretic model of art heists that accounts for the strategic interactions between museums’ and art thieves’ decisions and that incorporates several key features of the black market for stolen art. We find that the equilibrium level of security museums choose need not be monotonic in the true market value or the black market value of artwork, i.e., increasing the value of an art piece—whether it is the true market value or the black market value—does not necessarily lead museums to invest more in protecting their artwork. The effects of parameter changes in the model that reflect a shift of public policy depend critically on what type of policy change is considered. For instance, an increase in the penalty imposed for committing art theft cannot raise the amount of theft in equilibrium and could in fact lead museums to increase their level of security. On the other hand, investing more resources on law enforcement agencies so that they are better able to solve art crimes can actually increase the amount of theft in equilibrium by causing museums to spend less on security. 相似文献
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Commonly known,commonly not known,totally unknown: a framework for students becoming researchers 总被引：1，自引：0，他引：1
Providing undergraduate students with research experience has been asserted as a way of reinventing university education. This assertion lacks both substantial empirical evidence and a coherent theoretical framework. In this paper, the authors consider both research and theory relating to undergraduate research and present the Research Skill Development framework, which can be used to both chart and monitor students’ research skill development. An example is given of the practical application of this framework, together with associated preliminary research findings. Further related research directions are also suggested.
I am neither especially clever nor especially gifted. I am only very, very curious. – Albert Einstein 相似文献
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Kelley Regan Anya S. Evmenova Donna Sacco Jessica Schwartzer David S. Chirinos Melissa D. Hughes 《Technology, Pedagogy and Education》2019,28(1):1-19
With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom. 相似文献
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Kelley S. Regan Anya S. Evmenova Leigh Ann Kurz Melissa D. Hughes Donna Sacco Soo Y. Ahn Nichole MacVittie Kevin Good Andrea Boykin Jessica Schwartzer David S. Chirinos 《Learning disabilities research & practice》2016,31(2):113-122
Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K‐12 teachers during professional development training. 相似文献