Exploring connections between information retrieval systems and information literacy standards     

Laura Saunders 《Library & information science research》2008

Information literacy involves the location and access of information through retrieval systems, and many information retrieval systems are designed with specific capabilities to support these very skills. In some cases, system enhancements go beyond simple support and alleviate some of the searcher's responsibilities by performing certain tasks for them. By comparing information retrieval functions to the Association of College and Research Libraries' information literacy standards, this article investigates the extent of support that these enhanced systems can offer, and gives librarians greater insight into how these design enhancements could have an impact on information literacy instruction.  相似文献   

Participatory creativities: developing a research design for children’s pastoral encounters with the natural world     

Laura Saunders 《Pastoral Care in Education》2019,37(3):208-229

ABSTRACT

In this paper, the author discusses the interrelationship between creativity, children’s experiences of the natural world and pastoral education. Based on a research design developed whilst undertaking a professional doctorate in education (EdD), and grounded in a theoretical framework of children’s rights, the author explores the creative uncertainties of collaboratively researching children’s educational experiences with nature. The paper considers the ways in which the research design supports a pastoral care agenda, whilst encouraging the emergence of ‘creative artefacts’, alongside the extent to which the focus of the research, encounters with the natural world, might be deemed pastorally minded in its own right. The children who have participated in the research then draw the paper to a close, sharing what their involvement in the project has meant to them. Images and excerpts of children’s own creative reflections are offered as illustration of the powerful confluence of the Creative and the Pastoral.  相似文献   

The use of ‘value-added’ measures in school evaluation: A view from England     

Lesley Saunders 《Prospects》2001,31(4):489-502

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Dyslexia: Its phenomenology     

Roger E. Saunders 《Annals of dyslexia》1963,13(1):75-82

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Taylorism,Tylerism and Performance Indicators: defending the indefensible?     

Gill Helsby  Murray Saunders 《Educational studies》1993,19(1):55-77

This paper explores some of the antecedents to the recent growing interest in the United Kingdom in the use of educational performance indicators, and links it in particular to aspects of both Taylorist and Tylerist philosophies. It attempts to distinguish between different constructed meanings of performance indicators evident in both policy statements and practice. Whilst acknowledging the many potential problems inherent in the adoption of this approach to evaluation, the paper argues that both the nature and use of educational performance indicators are crucially shaped by factors such as purpose, authorship, focus and audience. The paper outlines an approach to performance indicators which tacitly addresses a critique of Taylorist and Tylerist influences, adopting an optimistic view that indicators can be made professionally relevant and useful. At the heart of the paper is an account of a collaborative evaluation project which, over the last 5 years, has supported the development of teacher‐generated indicators across some 80 schools and colleges in a consortium of six local education authorities. Despite the difficulties which have been encountered in this approach, the paper concludes that performance indicators can be made professionally relevant and useful.  相似文献   

Re-referral to child protective services: the influence of child, family, and case characteristics on risk status   总被引：2，自引：0，他引：2  

Connell CM  Bergeron N  Katz KH  Saunders L  Tebes JK 《Child abuse & neglect》2007,31(5):573-588

INTRODUCTION: This study examines child, family, and case characteristics that impact rates of re-referral to Child Protective Services (CPS) using data on all closed CPS investigations for the state of Rhode Island between 2001 and 2004. METHOD: A longitudinal dataset of all referrals to CPS was created using state submissions to the National Child Abuse and Neglect Data System (NCANDS). After excluding children whose initial CPS investigation resulted in removal from the home, a Cox proportional hazards model was tested to examine factors impacting the likelihood of re-referral. RESULTS: Consistent with other research in this area, the initial 6-month period following case disposition is the period of greatest risk of re-referral. Approximately 13% of cases experienced a recurrent allegation during the first 6-month period; an additional 14% experienced a re-referral over the following 12-month period; 7% during the next 12-month period. Family poverty was the strongest predictor of re-referral, though a number of child and case characteristics were significantly related to recurrence. Cases that were substantiated at index were significantly less likely to result in a new allegation, though substantiated cases of physical abuse or those receiving post-investigation services were at higher risk. CONCLUSIONS: Children from families facing multiple stressors (e.g., low SES, parental substance abuse child disability) are at highest risk of re-referral to CPS and may benefit from the development of preventive services targeted immediately following case closings within CPS.  相似文献   

A review of the literature on Attention-Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning     

Bella Saunders  Susan M. Chambers 《Psychology in the schools》1996,33(4):333-340

ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.  相似文献   

Sedentary Behavior Research Network members support new Canadian 24-Hour Movement Guideline recommendations     

Mark S. Tremblay  Scott Rollo  Travis J. Saunders 《运动与健康科学(英文)》2020,9(6):479-481

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Case Studies of School Improvement in East Africa: A New Addition to School Effectiveness Research     

Lesley Saunders 《School Effectiveness & School Improvement》2013,24(2):233-256

This article gives an account of how and why the term 'value added' has come to be used in an educational context, focusing on the early years of that usage in the UK. It discusses the fact that the term value added has developed, has been understood and defined in diverse and sometimes conflicting ways; and identifies what are called 'functional ambiguities' in the term; that is to say, ambiguities which cannot be altogether eliminated because they are necessary to how the term is made to function. Nonetheless, some criteria emerge in the course of the article for making evaluative judgements of what should and should not count as meaningful definitions of value added.  相似文献   

Comment on Lambert and Hartsough (1998)     

Mick E  Biederman J  Faraone SV 《Journal of learning disabilities》2000,33(4):314; author reply 314-314; author reply 316

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