The Impact of More,Better, Faster,Cheaper: How the PCC Influenced Everything That Followed     

Carol G. Hixson 《Cataloging & classification quarterly》2020,58(3-4):294-302

Abstract

The beginnings and the early years of the Program for Cooperative Cataloging (PCC) had a profound impact on the approach taken to cataloging in North America and around the world. The commitment to standards, cooperation, and expanded access also had an impact that went far beyond cataloging operations. One library dean traces the evolution of her vision and contemplates how the PCC’s principles have shaped her entire career and have affected the libraries in which she has worked.  相似文献   

Accounting for diverse missions: can classification systems contribute to meaningful assessments of institutional performance?     

Borden  Victor M. H.  McCormick  Alexander C. 《Tertiary Education and Management》2020,26(3):255-264

Tertiary Education and Management - Although they have been developed for a variety of purposes, classification systems for tertiary or postsecondary education institutions offer a foundation for...  相似文献   

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

The Longevity of Bad Ideas     

Carol Iannone 《Academic Questions》2018,31(3):252-257

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Action learning as an element within an assessed and supported year in employment for newly qualified social workers: a three-role perspective     

Carol Wells  Ikedola Animashaun  Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173

The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets.  相似文献   

Young Children''s Vulnerability to Self-Blame and Helplessness: Relationship to Beliefs about Goodness   总被引：8，自引：0，他引：8  

Gail D. Heyman  Carol S. Dweck  Kathleen M. Cain 《Child development》1992,63(2):401-415

Motivational helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.  相似文献   

Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes   总被引：5，自引：0，他引：5  

Annemarie H. Hindman  Carol M. Connor  Abigail M. Jewkes  Frederick J. Morrison 《Early childhood research quarterly》2008

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed.  相似文献   

Touch your toes! Developing a direct measure of behavioral regulation in early childhood   总被引：6，自引：0，他引：6  

Claire E. Cameron Ponitz  Megan M. McClelland  Abigail M. Jewkes  Carol McDonald Connor  Carrie L. Farris  Frederick J. Morrison 《Early childhood research quarterly》2008

Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings.  相似文献   

Classroom Activities and Areas: Regularity of Use and Perceptions of Adaptability by General Early Educators     

Mark Wolery  Carol Schroeder  Catherine G. Martin  Martha L. Venn  Ariane Holcombe  Jeffri Brookfield  Kay Huffman  Lucy A. Fleming 《Early education and development》1994,5(3):181-194

This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished.  相似文献   

Indigenization and University Governance: Reflections from the Transition to Yukon University     

Staples  Kiri  Klein  Rhiannon  Southwick  Tosh  Kinnear  Lacia  Geddes  Carol  Gingell  Judy 《Tertiary Education and Management》2021,27(3):209-225

Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards...  相似文献