NCME—Views of the Membership     

Richard M. Jaeger  JoAnna B. Camp 《Educational Measurement》1991,10(1):27-28

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Normative behavior and information: The social aspects of information access     

Gary Burnett  Paul T. Jaeger  Kim M. Thompson 《Library & information science research》2008,30(1):56-66

Information access is central to library and information science, yet explorations of its conceptual nature have been limited. Given the importance of information access to the discipline, there is a need for research to create a better understanding of the concept and its many roles in all activities and behaviors related to information. Drawing on the theoretical work of Elfreda Chatman, this article proposes that the study of information access can be facilitated through the recognition and examination of the physical, intellectual, and social aspects of information access. These types of access are examined through three case studies in terms of different information behaviors and contexts, with a particular focus on the importance of social access. The article also discusses the future roles that considerations of social access can play in research and theory.  相似文献   

Comment on INDEX TO SCIENTIFIC & TECHNICAL PROCEEDINGStrade mark     

Jaeger D 《Bulletin of the Medical Library Association》1979,67(2):270

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College Student Access: How Articulation Agreements Support Rural Students     

Audrey J. Jaeger  Stephany Brett Dunstan  Karrie Gibson Dixon 《Peabody Journal of Education》2015,90(5):615-635

Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of improving access for these students.  相似文献   

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards     

Elizabeth L. Jaeger  P. David Pearson 《The Educational forum》2017,81(1):92-107

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.  相似文献   

The endless wire: e-government as global phenomenon     

Paul T. Jaeger   《Government Information Quarterly》2003,20(4):262-331

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Transparency and technological change: Ensuring equal and sustained public access to government information     

Paul T. Jaeger  John Carlo BertotAuthor Vitae 《Government Information Quarterly》2010

The Obama administration campaigned on the platform of increased transparency and access to government information after the limitations of the Bush years. As part of this focus on transparency, the Obama administration is emphasizing the use of e-government and new social media services to open up access to government. This paper explores the considerations and challenges of this approach, such as the inclusion of members of the public with limited access to the internet, the use of non-governmental channels to disseminate government information, the permanence of digital-born government information, and the design of e-government.  相似文献   

The Federal Depository Library Program (FDLP), Academic Libraries, and Access to Government Information     

Paul T. Jaeger  John Carlo Bertot  John A. Shuler   《The Journal of Academic Librarianship》2010,36(6):469

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“The Public Library and the Larger Society”: The Legacy of Glen Holt     

Paul T. Jaeger 《Public Library Quarterly》2017,36(1):4-9

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Effects of Exposure to Part-time Faculty on Community College Transfer   总被引：1，自引：0，他引：1  

M. Kevin Eagan  Audrey J. Jaeger 《Research in higher education》2009,50(2):168-188

Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students’ academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students’ likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.  相似文献