Proclaiming Library Worth in a Program Prioritization Process at a Mid-Sized Public University     

Michelle J. Oh  Robin J. Harris  Lisa C. Wallis 《图书馆管理杂志》2020,60(3):250-262

Abstract

In an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain.  相似文献   

    

Phillip Harris 《TechTrends》2000,44(3):3

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The Unexpected Journey Shared by Families: Using Literature to Support and Understand Families Raising a Child with Disabilities     

Kathleen I. Harris 《Early Childhood Education Journal》2015,43(6):473-484

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University Admissions and the Prediction of Degree Performance: an Analysis in the Light of Changes to the English Schools’ Examination System     

Ron Johnston  David Manley  Kelvyn Jones  Richard Harris  Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42

The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards.  相似文献   

Embodied learning and school-based physical culture: implications for professionalism and practice in physical education     

Malcolm Thorburn  Steven Stolz 《Sport, Education and Society》2017,22(6):721-731

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically sound basis on which to argue that embodied learning should be the foundational cornerstone of physical education programmes. To avoid embodied learning becoming overly learner centric and insular, we advance Merleau-Pontian informed ideas on how learning could flourish when an individual and embodied focus merges with a school-wide physical culture agenda which is underpinned by social and moral theorizing. In developing our focus on merging embodied learning and physical culture, we draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the culture and ethos in schools. In pursuing these ambitions, we outline the constructive activist-based benefits of teachers working within subsidiarity-based school communities where pedagogical decisions are made at a level consistent with realizing whole schools aims. This is in spite of our acknowledgement that the lack of career-long professional learning adds to the difficulty of achieving these aims. In conclusion we argue that if physical education is to become a pivotal component of realizing a diverse range of whole school aims there is a need for greater professional engagement with pedagogical approaches that attempt to derive greater meaning from learners movement experiences and which help learners to understand better both their own identity and the ethos of the school context and environment they share with others.  相似文献   

The Perils of Print Culture: Book,Print and Publishing History in Theory and Practice     

Michael Harris 《Media History》2016,22(2):257-258

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Leading or following educational change?     

Alma Harris 《School Leadership & Management》2013,33(5):417-419

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College for kids: An epicurean delight     

Joan A. Harris 《Roeper Review》2013,35(2):30-31

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Curriculum Aims and Objectives: Taking a Means to an End     

Malcolm Skilbeck 《Journal of Philosophy of Education》1972,6(1):62-72

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Community,identity and contested notions of place: a study of Haitian recreational soccer players in the Dominican Republic     

Nicholas Wise  John Harris 《Soccer & Society》2016,17(4):610-627

Soccer is a sport not commonly associated with the Dominican Republic given the positioning of baseball as the national game. Yet, for some migrant groups in the country, such as those from Haiti, soccer plays an important part in their lives. Haitians have used soccer as a way to unite their communities and establish a sense of place. This paper assesses how these Haitian migrants use the game as a means of creating a community and developing a common focal point. Through participant observations and semi-structured interviews, this work may help us construct new understandings of the ways in which migrants use sport to assimilate to new surroundings and retain links to home.  相似文献