Characterizing Literacy: A Study of Western and Indian Literacy Experiences     

David R. Olson 《Interchange》2005,36(3):344-345

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Summary report of a study of academic medical library statistics     

V M Pings  E E Olson  R H Orr 《Bulletin of the Medical Library Association》1969,57(3):233-238

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Serials standards work: the next frontier     

Tseng SC  Arcand JL  Brugger JM  Finn M  Olson AJ  Somers S 《Library resources & technical services》1990,34(2):139-157

Serials, one of the more complicated areas of library technical endeavors, has lacked the benefit of standards for a long time. Even now, with standards beginning to be available, the majority of institutions are not working within standard serials formats. A survey to determine the use of serials standards in libraries was conducted in 1988 by the American Library Association, Resources and Technical Services Division, Serials Section, Committee to Study Serials Standards. In the spring of 1988 a survey was sent to a group encompassing the Association of Research Libraries members, CONSER participants, United States Newspaper Program participants, Microform Project libraries, and some vendors and librarians who attended the Committee meetings on a regular basis. The survey questionnaire assessed the current level of serials standards awareness of librarians and vendors. Topics included the type of serials systems used, standards relevant to serials control and union listing and whether or not they are implemented, types and levels of training staff received in the application of standards, benefits of the standards, and areas where standards are most needed.  相似文献   

The international geophysical year in Antarctica: Uncommon collaborations, unprecedented results     

Dian Olson Belanger 《Journal of Government Information》2004,30(4):482-489

When 1 July 1957 “dawned” in the dark of the south polar night, Americans at seven scientific stations scattered across Antarctica officially began systematic, synoptic observations of the air above and ice below. Joining scientists from 11 other countries on the polar continent, they were part of the International Geophysical Year, an 18-month worldwide effort to understand the earth and its environment. The Navy and other military services provided the transportation, construction, and maintenance to make life and work possible on the ice. The scientific success and value of the IGY inspired a mechanism—the Antarctic Treaty of 1959—for a peaceful future focused on the cooperative pursuit of scientific knowledge. While imperfect and fragile, the treaty is still in force and, with continuing military and civilian support, scientific research in Antarctica prospers. All this was achieved in a remarkably short time, by disparate, thinly acquainted, mutually wary cultures—military, scientific, and diplomatic. All the more astonishing is that it happened within the tense context of the Cold War, as statesmen and warriors were wise enough to allow “apolitical” scientists to lead where they could not.  相似文献   

Humanitas Emptor: Reconsidering Recent Trends and Policy in Science Teacher Education     

Dana L. Zeidler  Benjamin C. Herman  Michael P. Clough  Joanne K. Olson  Sami Kahn  Mark Newton 《Journal of Science Teacher Education》2016,27(5):465-476

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The Inclusion of Informal Environments in Science Teacher Preparation     

Olson  Joanne K.  Cox-Petersen  Anne M.  McComas  William F. 《Journal of Science Teacher Education》2001,12(3):155-173

Journal of Science Teacher Education -  相似文献   

CD-ROM talking books: what do they promise?     

Jillian DeJean  Larry Miller  Jon Olson 《Education and Information Technologies》1997,2(2):121-130

This study describes one teacher's use of multimedia, specifically CD-ROM talking books, in the classroom. The goal of the investigation was to reveal and analyse how a primary (Grade 3) teacher integrated CD-ROM books into her curriculum. Issues emerging from the study included how features of the software interact with features of classrooms, how patterns of instruction are affected by the infusion of technology, and how students interact with the software, and each other, while reading the CD- ROM books  相似文献   

Genetic and environmental influences on rapid naming and reading ability: A twin study     

Chayna J. Davis  Valerie S. Knopik  Richard K. Olson  Sally J. Wadsworth  John C. DeFries 《Annals of dyslexia》2001,51(1):231-247

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.  相似文献   

Building a Foundation for the Use of Historical Narratives     

Don Metz  Stephen Klassen  Barbara McMillan  Michael Clough  Joanne Olson 《Science & Education》2007,16(3-5):313-334

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Teacher influence in the classroom: A context for understanding curriculum translation     

Olson  John 《Instructional Science》1981,10(3):259-275

Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and social relationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the doctrine of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association, Boston, Mass., April 1980.  相似文献