Empire’s Tracks: Indigenous Nations,Chinese Workers,and the Transcontinental Railroad     

Lindsay Schakenbach Regele 《Journal of Cultural Economy》2020,13(2):250-252

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London Medical Book Fair     

Hazel K. Bell 《Learned Publishing》1992,5(4):232-233

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How to manage public relations     

Hazel K. Bell 《Learned Publishing》1995,8(3):169-170

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“I thought I’d have more trouble with white people!”: Exploring racial microaggressions between West African immigrants and African Americans     

Ayodeji Dapherede Otusanya  Gina Castle Bell 《Qualitative Research Reports in Communication》2018,19(1):44-50

Racial tensions continue in 21st-century United States through the communication of racial microaggressions. We are interested in the communication of racial microaggressions directed towards West African immigrants by people with whom they expected to be allied, African Americans. Sixteen people who identified as West African immigrants were interviewed about communication struggles with African Americans in this qualitative, interpretive analysis. Owen’s thematic analysis was employed to analyze interview data. Results suggest the communicative impact of racial microaggressions on recipients is far-reaching and consequential. Narratives illustrate microaggressive communication occurs daily through invalidating, dismissive lines of questioning as well as targeted name calling and pejorative dialogue.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

The role of data analysis in inclusion processes and practices     

Lilian Fleur Bell 《Education 3-13》2013,41(3):20-25

This article outlines BPRS funded investigations into my own school's and other establishments' practices and processes within data analysis, needs identification and tracking of children's academic progress. It describes the evaluation of my school's then current practices and policies and the use of questionnaires and semi-structured interviews with my own staff, and assessment coordinators and senior leaders within exemplar schools. As well as outlining the main findings of my research this article assesses the introduction of new models of assessment for my own staff and pupils. This article also highlights how my research developed and the way my research process changed as it continued.  相似文献   

Technical Skills Required: How Technological Efficacy Influences Online Political Behavior     

Lindsay H. Hoffman  Amanda L. Schechter 《广播与电子媒介杂志》2016,60(3):484-502

Rapid advances in technology have provided the potential to connect citizens to their surroundings in unprecedented ways. While many scholars examine different types of efficacy as a predictor of behavior (e.g., internal, external, and political), it is essential to examine how confident citizens feel in their ability to use the technology before understanding how they will use it politically. Research shows that perceived competence increases motivation, which is correlated with behavior. This study examined how traditional measures of efficacy and a new measure affect online political behaviors, concluding that technological efficacy is a reliable construct predicting online news use and expression.  相似文献   

Using Google Forms to track library space usage     

Beth Daniel Lindsay 《Journal Of Access Services》2016,13(3):159-165

This article is a response to the excellent “Using Mobile Technology to Observe Student Study Behaviors and Track Library Space Usage” by Susan Thompson. Thompson reviews the literature regarding user counts on mobile devices and describes the California State University San Marcos (CSUSM) Library's evaluation of SUMA, Counter+, and CloudOn. After trialing these mobile technologies, CSUSM selected CloudOn. At New York University Abu Dhabi, we use Google Forms to conduct user counts on an iPad and Google Sheets to evaluate these data. We find that Google Forms are easy to set up, modify as necessary, and present the data in easy-to-manipulate spreadsheets.  相似文献   

Different Disciplines Require Different Motivations for Student Success     

Rosanna Breen  Roger Lindsay 《Research in higher education》2002,43(6):693-725

This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.  相似文献   

Classroom observation systems in context: A case for the validation of observation systems     

Liu  Shuangshuang  Bell  Courtney A.  Jones  Nathan D.  McCaffrey  Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95

Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”...  相似文献