Breaking Down Barriers for Student Parents and Caregivers with Family-Friendly Library Spaces     

Anne Cooper Moore  Rebecca Croxton  Lindsey Sprague 《图书馆管理杂志》2020,60(3):215-234

Abstract

In 2016, J. Murrey Atkins Library at the University of North Carolina at Charlotte opened a reservable study room where student parents and caregivers can study with their children on campus. In 2018, the library opened a second family-friendly study room to meet the needs of our growing campus community. To inform the room design, the library conducted a mixed methods research study that included a user survey, an examination of room reservation and usage data, and one-on-one user interviews. This paper focuses on the user-centered design process used to inform the development of the second, family-friendly, library study room.  相似文献   

Analyzing Food Science Research for Publishing Characteristics as a Model for Understanding the Needs of Researchers     

Lutishoor Salisbury  Jeremy J. Smith  Abayomi Omotola Omolewu 《资料收集管理》2020,45(4):335-353

Abstract

This paper provides a methodology to study the characteristics of the research output from a university department. The faculty publications and their cited references over a 10-year period were used as the basis for this study to identify their publishing patterns and the types of material they are publishing; a core set of journals and other resources they are publishing in and citing over this period; the characteristics of the journals in which they publish and cite; the degree of openness of their publications and their citation advantage; and the age of resources that are referenced.  相似文献   

MGH E-Case Series on CD-ROM     

Marlene B. Smith 《Journal of the Medical Library Association》2001,89(1):91-92

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Booknotes     

Richard Smith 《Journal of Philosophy of Education》2003,37(1):199-201

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Effects of Manipulative Instruction on Solving Area and Perimeter Problems by Students with Learning Disabilities     

Mike Cass  Dennis Cates  Michelle Smith  Cynthia Jackson 《Learning disabilities research & practice》2003,18(2):112-120

Abstract. A multiple baseline design was employed to test the effect of manipulative instruction on the perimeter and area problem‐solving performance of middle and high school students who had been diagnosed with LD in the area of mathematics. Modeling, prompting/guided practice, and independent practice in conjunction with manipulative training were employed to teach both perimeter and area problem‐solving skills. Analysis of data revealed that the students rapidly acquired the problem‐solving‐skills, maintained these skills over a two‐month period, and transferred these skills to a paper and pencil problem‐solving format. This research extends previous findings by revealing that use of concrete manipulatives promotes the long‐term maintenance of skills.  相似文献   

Editorial     

Richard Smith 《Journal of Philosophy of Education》1993,27(1):3-5

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Editorial     

Richard Smith 《Journal of Philosophy of Education》1996,30(1):153-153

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A study of curriculum development in a new special school     

Anne Maddison 《British Journal of Special Education》2002,29(1):20-28

Anne Maddison is deputy headteacher, with responsibility for curriculum, at the Milestone School, a special school created recently after the amalgamation of three smaller schools. In this article, she describes the development of an outcomes-based curriculum for pupils with a range of learning difficulties aged from two to 16 years. Anne Maddison sets out the rationale for her work in the context of a need to promote shared approaches to teaching and learning at this newly formed school.
The curriculum development project described here was evaluated using questionnaires, interviews and the analysis of documents and practice as part of a case study in school-based enquiry. Anne Maddison used the outcomes of these processes as part of her Doctor of Education (EdD): Educational Leadership course at Lincoln University.
Since this article was written, the Milestone School has undergone its first Ofsted inspection. The report noted that teaching at the school is 'of very high quality' and the curriculum 'is very good'. Inspectors noted that 'the planning of schemes of work, which are being developed with different subjects being focused on each year, is exemplary, with clear outcomes for pupils of different abilities'. While Anne Maddison's article details the experience of one school, her analysis may be of interest to other school managers, teachers, governors or advisers who are seeking to promote the development of a more inclusive curriculum.  相似文献   

Relating college outcomes and activities to postgraduation success     

Michael K. Smith  Julie Thomas 《Assessment Update》1992,4(4):9-9

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Collaborative Research: Policy and the Management of Knowledge Creation in UK Universities     

David Smith 《Higher Education Quarterly》2001,55(2):131-157

Collaboration in research activity is now the rule not the exception. It is encouraged by government, funding bodies and research councils. However, the concept of collaboration is difficult to define. It occurs at many different levels, driven by a complex research system-policy dynamic. Three different models of collaboration – inter-personal, team and corporate – are identified, each with their own rationale, structure, benefits and costs. The paper examines the institutional implications of these models. It argues that institutions and individual researchers conceptualise and operationalise research collaboration in different ways. Although vital to institutional mission, collaborative research is rarely mapped by senior managers with any precision. In general, institutional approaches to the management of collaborative research lag behind the policy rhetoric. The paper concludes with an overview of the key dilemmas for institutional strategists and policy makers posed by the shift towards more collaborative approaches to research.  相似文献