The Importance of Professional Networks     

Amy Cooper Cary 《Journal Of Archival Organization》2019,16(2-3):144-150

Abstract

In the introductory column by new column coeditors Amy Cooper Cary and Rosemary Pleva Flynn, the authors explain the goals and methodology for the column, and address the significance of professional networking. Authors focus on networking strategies and resources for both new and seasoned archivists.  相似文献   

Balancing pressures for SENCos as managers,leaders and advocates in the emerging context of the Covid-19 pandemic     

Amy L. Clarke  Elizabeth J. Done 《British Journal of Special Education》2021,48(2):157-174

This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit.  相似文献   

Toward a Developmental Science of Politics     

Meagan M. Patterson  Rebecca S. Bigler  Erin Pahlke  Christia Spears Brown  Amy Roberson Hayes  M. Chantal Ramirez  Andrew Nelson 《Monographs of the Society for Research in Child Development》2019,84(3):7-185

In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals’ political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social-justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major-party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child-reported parental interest in the election and government-reported county-level voting patterns, respectively) hypothesized to predict outcome variables. Although our findings are shaped by the nature of our sample (e.g., our participants were less likely to support Trump than children in larger, nationwide samples were), they offer preliminary insights into children's political development. Overall, children in our sample were interested in and knowledgeable about the presidential election (e.g., a large majority identified the candidates correctly and reported some knowledge about their personal qualities or policy positions). They reported more information about Donald Trump's than Hillary Clinton's policies, largely accounted for by the substantial percentage of children (41%) who referred to Trump's immigration policies (e.g., building a wall between the United States and Mexico). Overall, children reported as many negative as positive personal qualities of the candidates, with negative qualities being reported more often for Trump than for Clinton (56% and 18% of children, respectively). Most children (88%) supported Clinton over Trump, a preference that did not vary by participants’ gender/sex or race/ethnicity. In their responses to an open-ended inquiry about their reactions to Trump's win, 63% of children reported negative and 18% reported positive emotions. Latinx children reacted more negatively to the election outcome than did White children. Girls’ and boys’ emotional responses to the election outcome did not differ. Children's personal interest in serving as U.S. president did not vary across gender/sex or racial/ethnic groups (overall, 42% were interested). Clinton's loss of the election did not appear to depress (or pique) girls’ interest in becoming U.S. president. With respect to the role of gender/sex in politics, many children (35%) were ignorant about women's absence from the U.S. presidency. Only a single child was able to name a historical individual who worked for women's civil rights or suffrage. Child characteristics predicted some outcome variables. For example, as expected, older children showed greater knowledge about the candidates than did younger children. Family and community characteristics also predicted some outcome variables. For example, as expected, participants were more likely to support Trump if they perceived that their parents supported him and if Trump received a greater percentage of votes in the children's county of residence. Our data suggest that civic education should be expanded and reformed. In addition to addressing societal problems requiring political solutions, civics lessons should include the histories of social groups’ political participation, including information about gender discrimination and the women's suffrage movement in U.S. political history. Providing children with environments that are rich in information related to the purpose and value of politics, and with opportunities and encouragement for political thought and action, is potentially beneficial for youth and their nations.  相似文献   

“I'm just not that great at science”: Science self-efficacy in arts and communication students     

Eileen McBride  W. Wyatt Oswald  Lindsey A. Beck  Amy Vashlishan Murray 《科学教学研究杂志》2020,57(4):597-622

Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment.  相似文献   

Competency-based career planning for reference and user services professionals     

Amy Lewontin 《Public Services Quarterly》2020,16(3):180-181

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Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach     

Amy Smail 《Compare》2014,44(4):613-633

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.  相似文献   

Reference and Information Services: An Introduction     

Amy Lewontin 《Public Services Quarterly》2019,15(1):36-37

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Private Speech Moderates the Effects of Effortful Control on Emotionality     

Kimberly L. Day  Amy Neal  Julie C. Dunsmore 《Early education and development》2018,29(2):161-177

Research Findings: In addition to being a regulatory strategy, children’s private speech may enhance or interfere with their effortful control used to regulate emotion. The goal of the current study was to investigate whether children’s private speech during a selective attention task moderated the relations of their effortful control to their anger and sadness. The private speech of 156 preschoolers (age in months: M = 52.10, SD = 9.24, min = 36.20, max = 69.50) was transcribed and coded during a selective attention task. Effortful control was observed and reported by parents. Anger and sadness were reported by parents and observed in a frustration task. Children who used more inaudible muttering had higher levels of sadness. Effortful control interacted with private speech to explain anger. The negative relation of effortful control to anger was significant for children who used low and moderate but not high levels of task-irrelevant private speech. Practice or Policy: The presence of private speech, although it may support regulatory abilities within a task, may be an additional form of evaluation that might help teachers and caregivers decide how best to support children’s learning. These findings suggest that private speech can be used as an indicator of how well children use other regulatory abilities, such as effortful control.  相似文献   

Navigating nature,culture and education in contemporary botanic gardens     

Dawn L. Sanders  Amy E. Ryken  Katherine Stewart 《Environmental Education Research》2018,24(8):1077-1084

Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring . Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research.  相似文献   

Shifting Lenses to Deepen Reflection and Connection in Human Sexuality Education     

Lauren F. Lichty  Emily A. Parks  Amy Nelson 《American journal of sexuality education》2018,13(2):232-244

Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity.  相似文献