Creating a Binary Policy in Austria     

John Pratt 《Higher Education Quarterly》1993,47(2):142-162

In 1993, the Government of Austria passed legislation establishing a 'binary policy' in higher education. A new accrediting body the Fachhochschulrat was created, empowered to accredit vocationally oriented courses in any institution seeking to offer them. Institutions meeting certain conditions will be entitled to seek designation as Fachhochschulen. The policy marks an important departure from the traditionally highly regulated and centralized system of policymaking in Austria. The article offers an analysis of the factors leading to the policy and analyses the implications for the future. It draws on the author's experience as a member of a team of examiners from the Organization for Economic Co-operation and Development (OECD) undertaking a policy review of Austrian higher education, and points to lessons for Austria from the United Kingdom's experience over the last 25 years.  相似文献   

F2F connection: a community health information needs assessment of Texas families who have children with chronic illnesses and/or disabilities and their care providers.     

Jeffrey T Huber  Jill D Dietrich  Eve Cugini  Shannon Burke 《Journal of the Medical Library Association》2005,93(2):278-281

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Childhood Physical Fitness and Performance as Predictors of High School Sport Participation     

Rebecca A. Battista  Erin D Bouldin  Karin A. Pfeiffer  Christine E. Pacewicz  Shannon R Siegel  Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52

ABSTRACT

Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school.  相似文献   

Strategies for Expanding E-Journal Preservation     

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   

Access and Express: Professional Perspectives on Public Library Makerspaces and Intellectual Freedom     

Shannon Crawford Barniskis 《Public Library Quarterly》2016,35(2):103-125

This study examines the roles of makerspaces and librarians in public libraries, as defined by nine librarians instituting makerspace services. It explores their understanding of creative spaces and library policy, specifically the foundational principles of intellectual freedom and access. Using constructivist discourse analysis tools, this study analyzes interview data to illuminate a concept of access grounded in expression, incorporating hands-on activities, tools, and social connections. This study has implications for practitioners and policymakers in reconsidering access as a positive liberty enabled by social contexts, and librarians’ enzymatic roles in facilitating those contexts.  相似文献   

How young people respond to learning spaces outside school: A sociocultural perspective     

Alan?PeacockEmail author  Nick?Pratt 《Learning Environments Research》2011,14(1):11-24

This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’ strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural perspective using the notion of communities of practice. Implications for the roles of education managers and their staff in further research are developed.  相似文献   

Interpersonal and relational orientation among pre-service educators: differential effects on attitudes toward inclusion of students with disabilities     

Paula T. McWhirter  Joyce A. Brandes  Kendra L. Williams-Diehm  Shannon Hackett 《Teacher Development》2016,20(1):1-17

The purpose of this investigation was to determine the extent to which pre-service educators’ interpersonal characteristics affected their attitudes toward teaching students with disabilities (inclusion), as measured by the FIRO-B and ATIES pre- and post-course. The FIRO-B was administered to assess expressed and wanted aspects of three interpersonal needs: personal inclusion, affection and control. The ATIES was administered to measure attitudes toward classroom inclusion of students with physical, academic, behavioral and social disabilities. Repeated measures ANOVAs revealed a main effect for wanted inclusion and an interaction effect for expressed inclusion and expressed affection on attitudes toward classroom inclusion. Ultimately, these findings reveal how unique relational characteristics may influence preparation initiatives and may encourage consideration of how individual factors may mediate teacher training and preparation.  相似文献   

The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time   总被引：6，自引：1，他引：6  

Kenneth H. Rubin  Paul D. Hastings  Shannon L. Stewart  Heather A. Henderson  Xinyin Chen 《Child development》1997,68(3):467-483

Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts.  相似文献   

Developing cultural competency in higher education: an agenda for practice     

Sharon D. Kruse  Shameem Rakha  Shannon Calderone 《Teaching in Higher Education》2018,23(6):733-750

As a result of changing national values and unrest, demographic and population shifts, and ever-changing admissions practices and policies, implementing a diversity and cultural-competency agenda within university settings has become a priority across the UK, Europe, and US. Furthermore, public institutions across the UK, EU, and US are now more racially and ethnically diverse than ever [Snyder, T. D., C. Debray, and S. A. Dillow. 2016. ‘Digest of Education Statistics 2016.’ NCES 2016-006. National Centre for Education Statistics; Sursock, Andree. 2015. Trends 2015: Learning and Teaching in European Universities. European University Association. Accessed October 28 2017. www.eua.be/Libraries/publicationshomepage-list/EUA_Trends_2015_web.]. Yet, cultural competency efforts on campuses remain largely under theorized [Bezrukova, K., K. A. Jehn, and C. S. Spell. 2012. “Reviewing Diversity Training: Where We Have Been and Where We Should Go.” Academy of Management Learning and Education 11 (2): 207–227] and diffuse [Sue, S., D. C. Fujino, L. T. Hu, D. T. Takeuchi, and N. W. Zane. 1991. ‘Community Mental Health Services for Ethnic Minority Groups: A Test of the Cultural Responsiveness Hypothesis.’ Journal of Consulting and Clinical Psychology 59 (4): 533–540]. This article seeks to outline an agenda for this work, highlighting outcomes of cultural competency learning and underscoring the role of campus leadership in the development of supportive characteristics. These characteristics include attention to shared knowledge, professional learning at all levels of the organization, inclusive instructional methods, integration with other campus initiatives, and inclusivity of diversity foci. Posited are six supportive conditions for successful implementation.  相似文献   

University Counseling Centers at the Twenty‐First Century: Looking Forward,Looking Back     

Shannon Hodges 《Journal of College Counseling》2001,4(2):161-173

The author examines the historical foundations of the university counseling movement, including the origins of professional affiliation, training, and education. The article also reviews existing literature that attempts to determine changes the university counseling profession must address to remain viable on the dynamic, pluralistic, 21st‐century campus.  相似文献