排序方式： 共有18条查询结果，搜索用时 31 毫秒
1.
There is a growing trend toward a consolidation of services for electronic resources management, A–Z journal listings, full text link resolving, and discovery services under a single service provider. In many cases, the adoption of a discovery service from a provider that is not the same as the libraries’ existing link resolver service means managing multiple knowledgebases. In this session, three librarians gave an overview of their experiences and strategies for maintaining separate link resolving and discovery services in lieu of adopting a full suite of services from a single service provider. Each speaker presented a case study on the advantages and challenges of managing their chosen discovery service: EBSCO Discovery Service, Ex Libris’ Primo and ProQuest’s Summon, in conjunction with the CUFTS/GODOT open source knowledgebase and link resolver service. 相似文献
2.
A Framework for Research on Large-scale Reform 总被引：1，自引：0，他引：1
Variation in the success of large-scale reform is afunction of many factors interacting at many ``levels'.Built on a selective review of the evidence aboutlarge-scale reform, this paper provides a framework forexplaining such variation, as well as assessing progressin that direction. Relevant factors influencing reformsuccess, according to the framework, include broad international social, economic and political trends bearing on education, characteristics of national educationalpolicies and strategies for their implementation, and localconditions conceptualized in terms of a model of workplaceproductivity; this model is defined by local practitioners' motivation, capacity, and the organizationalconditions in which they work. This framework has been usedto guide the external evaluation of the National Literacy andNumeracy Strategies. 相似文献
3.
ABSTRACT Collaborative school cultures have been associated with the achievement of a number of school reform objectives for both teachers and students. Little is known, however, about how such cultures develop and whether or how school administrators can facilitate that process. This study examined the practices of administrators in each of 12 schools which had developed highly collaborative professional relationships over a three year period in the context of school improvement initiatives. Results suggest the feasibility of developing more collaborative school cultures in a relatively brief period of time and clarify the role played by the larger context of school improvement for fostering collaboration. Specific strategies used by the administrators are described. These strategies are associated with a concept of leadership termed “transformational”. 相似文献
4.
Games have always been a part of the human experience. Even the earliest of civilizations created games for enjoyment and entertainment. However, the educational value of those games is a relatively recent consideration. Over the previous fifty years, scholars have questioned the potential positive lessons learned from games such as Monopoly®, Scrabble®, and sports. While millions of children participate in these activities, a new type of gaming has emerged over the previous decade and is quickly surpassing other gaming formats. Massively Multiplayer Online Role Playing Games (MMORPGS), such as World of Warcraft and Diablo, now have millions of players; however, the potential educational influence of these games is relatively unknown. This article presents an exploration of one potential educational strand – economic theory – that these types of games may facilitate. 相似文献
5.
Neal Strudler Leanna Archambault Lisa Bendixen Don Anderson Risa Weiss 《Educational technology research and development : ETR & D》2003,51(1):41-56
This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded
by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate
modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series
of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up
support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities
for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences;
and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described,
along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far,
the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award
for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE). 相似文献
6.
Transformational School Leadership Effects: A Replication 总被引：1，自引：0，他引：1
Most school restructuring initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1818 teachers and 6490 students from 94 elementary schools in one large district were used to replicate an earlier study of the effects of transformational leadership practices on selected organizational conditions and student engagement with school. Similar in most respects to our earlier study, results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement. 相似文献
7.
8.
9.
Borup Jered Graham Charles R. West Richard E. Archambault Leanna Spring Kristian J. 《Educational technology research and development : ETR & D》2020,68(2):807-832
Educational technology research and development - In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively,... 相似文献
10.
Scott H. Deibel Andrew B. Lehr Chelsea Maloney Matthew L. Ingram Leanna M. Lewis Anne-Marie P. Chaulk Pam D. Chaulk Darlene M. Skinner Christina M. Thorpe 《Learning & behavior》2017,45(2):184-190
It is difficult for rats to learn to go to an arm of a T-maze to receive food that is dependent on the time of day, unless the amount of food in each daily session is different. In the same task, rats show evidence of time–place discriminations if they are required to press levers in the arms of the T-maze, but learning is only evident when the first lever press is considered, and not the first arm visited. These data suggest that rats struggle to use time as a discriminative stimulus unless the rewards/events differ in some dimension, or unless the goal locations can be visited prior to making a response. If both of these conditions are met in the same task, it might be possible to compare time–place learning in two different measures that essentially indicate performance before and after entering the arms of the T-maze. In the present study, we investigated time–place learning in rats with a levered T-maze task in which the amounts of food varied depending on the time of day. The first arm choices and first lever presses both indicated that the rats had acquired time–place discriminations, and both of these measures became significantly different from chance during the same block. However, there were subtle differences between the two measures, which suggest that time–place discrimination is aided by visiting the goal locations. 相似文献