Breaking Down Barriers for Student Parents and Caregivers with Family-Friendly Library Spaces     

Anne Cooper Moore  Rebecca Croxton  Lindsey Sprague 《图书馆管理杂志》2020,60(3):215-234

Abstract

In 2016, J. Murrey Atkins Library at the University of North Carolina at Charlotte opened a reservable study room where student parents and caregivers can study with their children on campus. In 2018, the library opened a second family-friendly study room to meet the needs of our growing campus community. To inform the room design, the library conducted a mixed methods research study that included a user survey, an examination of room reservation and usage data, and one-on-one user interviews. This paper focuses on the user-centered design process used to inform the development of the second, family-friendly, library study room.  相似文献   

Proclaiming Library Worth in a Program Prioritization Process at a Mid-Sized Public University     

Michelle J. Oh  Robin J. Harris  Lisa C. Wallis 《图书馆管理杂志》2020,60(3):250-262

Abstract

In an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain.  相似文献   

高等学校体育课教学质量评估指标浅析     

董新阳  邢建辉  林彦 《首都体育学院学报》2002,14(2):25-26

本文从方向性、科学性、技术性、实效性、指导性和现实性六个方面对高等学校体育课教学质量评估指标的属性进行了分析。  相似文献   

Direct and indirect measures of writing for nonlearning disabled and learning disabled college students     

Mary Morris-Friehe  Janice Leuenberger 《Reading and writing》1992,4(3):281-296

Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups.  相似文献   

“伪馆藏”刍议   总被引：2，自引：0，他引：2  

杜公伟 《当代图书馆》2006,(1):55-56

当中国图书馆事业进入百年的时候，我们都期望着图书馆事业走着一条健康发展的道路。遵循阮氏五定律，是健康发展的保障。图书馆员要有一颗勇敢的心，对“伪馆藏”说不。本文列举了“伪馆藏”产生的原因及其危害性，并就如何解决“伪馆藏”提出了三点措施。  相似文献   

档案袋评价在教育中的运用   总被引：1，自引：0，他引：1  

康建琴 《山西档案》2005,(6):41-42

在我们的生活与工作中，做记录并使之归档不是什么新鲜事，但要把档案记录作为一种教育评价方法却足近十几年的事。  相似文献   

We May Be Teaching Information Literacy,but Are the Design First Year Students Actually Getting It?     

Debby R. Wegener 《The Journal of Academic Librarianship》2018,44(5):633-641

The purpose of this study was to examine the outcomes of information literacy instruction for the Design first year students at the Temasek Polytechnic Library. Also of interest was whether or not the librarian was being seen as easily approachable, and if the students were deeming the lessons to be worthwhile. A participant action research approach was used, with the data being collected from multiple choice tests delivered via the institutional learning management system, group exercises, and a diagnostic assessment that was delivered before the workshops. It was found that the students did see the librarian as someone who was eminently approachable, and the majority of them found the lessons to be of value. It was concluded that the use of a diagnostic tool can be very useful in highlighting the gaps in students' knowledge, and that it would be beneficial to use it for all information literacy instruction at TP. Suggested future research could include a study of how much the students retain of IL skills into their third year of study.  相似文献   

Epidemiological pattern of bullying using a multi-assessment approach: Results from the Bullying and Youth Mental Health Naples Study (BYMHNS)     

《Child abuse & neglect》2019

BackgroundBullying is a widespread phenomenon that has captured attention from mental health researchers. Several studies have assessed bullying prevalence with some methodological concerns.ObjectivesPreliminary, we analyzed the psychometric properties of two bullying scales for victimization (the multidimensional peer victimization scale – MPVS) and for perpetration (the bully subscale of the Illinois bully scale – IBS-B); then, we estimated bullying prevalence; finally, we evaluated the effect of gender and classroom on the phenomenon.Participants and setting2959 students from the metropolitan city of Naples constituted the sample.MethodsData collection was obtained using a multi-assessment approach that included both single-item questions and intensity scales in order to compare the two methods.ResultsThe two scales resulted valid and showed good reliability. The MPVS displayed a 1-factor second order model. The IBS-B had a mono-factorial structure. Both showed full invariance for gender and classroom. Prevalence of victimization was 37% whereas that for perpetration was 21%. As expected we obtained several bullying prevalence results depending on the specificity of questions and in particular repetitiveness of episodes. There was a good correspondence between results of single-item questions and multi-item scales. Finally results demonstrated several differences for gender and classroom attended.ConclusionIn this epidemiological study the multi-assessment approach identified different but complementary features of bullying phenomena. The use of the two measurement approaches allowed us to obtain more precise and exhaustive information on bullying prevalence and compare it with previous findings.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

Assessment,Grade Level and Learning     

Agnes Chang Shook Cheong 《Asia Pacific Journal of Education》1992,12(2):35-47

Researchers have identified assessment as a very crucial influence on the learning strategies adopted by students. The present study carried out on Secondary 2, Secondary 4, and Junior College 2/Pre-University 3 students shows that the Singapore students did not favour the Surface Approach in their learning of English and Mathematics. The nature of the discipline and the cognitive demands of the examinations carried considerable importance for students in their choice of learning strategies. Despite the heavy emphasis on excelling in examinations, students did not rely solely on surface and achieving strategies to attain their goals.  相似文献