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面向服务的体系结构、对等网络和网格技术的发展为数宇图书馆体系结构的研究和应用带来了新的机遇，使其在开放性和柔性方面的拓展成为可能。下一代数字图书馆应当是能为更多用户服务的、自适性更强的服务组织，它是以联邦模式进行资源库的构建和服务的组织。与传统数字图书馆相比，下一代数字图书馆的体系结构将更为分布和动态，从而适应资源库、元数据和服务所呈现出的高度异构性。 相似文献
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Carol A. Smith Rodney Parks Jesse Parrish Ryan Swirski 《Journal of Adventure Education & Outdoor Learning》2018,18(1):1-14
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献
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Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept. 相似文献
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New York has given long and careful consideration to the reform of special education funding in the state. The proposal under consideration, as endorsed by the State Department of Education, is based on a count of all students, as opposed to just special education students, and includes a poverty adjustment. This plan appears to support many of New York's special education reform goals, and it aligns with national trends. However, the decision to maintain separate funding systems for special education students with certain disabilities may conflict with the state's goal of educating students with disabilities alongside their nondisabled peers. Also, it is important to realize that achieving high learning standards for students with disabilities will not simply flow from the planned fiscal reforms; it will require careful consideration to ensure that these students are fully included in the state's system of accountability for all students. 相似文献
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Linda M. Reeves Christopher W. Parrish Sarah K. Guffey 《Journal of Research in Special Educational Needs》2021,21(2):73-85
Over the past three decades, the severe shortage of special education teachers has continued to pose a significant challenge for schools in several countries. This study investigated factors that influence an individual’s decision to choose a career in special education. Understanding more about the experiences of those entering the field of special education provides insight to assist in recruiting individuals to meet this demand. Nineteen graduate students enrolled in a university’s special education program in the United States completed a survey and participated in semi-structured interviews to examine factors that contributed towards their decision to choose a career in special education. Seven factors were identified: experiences with individuals with disabilities, degree program/career goals, a preference for special education, a desire to be an advocate, influence from others, other educational experiences, and personal reasons. In addition, the participants provided recommendations for teacher preparation programs to effectively recruit special education teachers. The recommendations included providing more information to others about what special education teachers do and the impact they make, and providing more exposure to individuals with disabilities. 相似文献
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A socialization model of coping with community violence was tested in 101 African American adolescents (55% male, ages 9-13) and their maternal caregivers living in high-violence areas of a mid-sized, southeastern city. Participants completed interviews assessing caregiver coping, family context, and child adjustment. Caregiver-child dyads also discussed a film clip depicting community violence. Parental coaching (caregivers' strategies suggesting how to cope) and child-reported coping were coded from the discussion. Coaching, modeling (caregivers' own coping), and family context each contributed to children's coping with violence. Children's problem-focused coping in response to violence had the strongest associations with changes in their adjustment 6 months later. Implications for interventions with youth and families are discussed. 相似文献
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Katharina E. Kariippanon Dylan P. Cliff Sarah L. Lancaster Anthony D. Okely Anne-Maree Parrish 《Learning Environments Research》2018,21(3):301-320
In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton’s five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature. 相似文献