The Electronic Cataloging in Publication Cataloging Partnership Program: A Model for Cooperative Cataloging for the Twenty-First Century

The Library of Congress’ Cataloging in Publication (CIP) Program has been in existence for forty years. During this time, the CIP Program has moved from a model where the Library of Congress created all pre-publication metadata for publishers to a partnership where other libraries share in the creation of metadata. This article documents the evolution of the Electronic Cataloging in Publication (ECIP) Cataloging Partnership Program. The ECIP Cataloging Partnership Program can be used as a model to leverage limited resources across libraries to the benefit of library users nationwide.     

Identifying ECIP Partner Needs: Survey Results on ECIP Set-Up

Abstract

The Electronic Cataloging in Publication (ECIP) Cataloging Partnership Program began in 2004. It is a collaboration between the Library of Congress (LC) Cataloging in Publication (CIP) Program, publishers, and libraries across the United States. System set-up for the program proved challenging for library partners. A survey was conducted during February 8–March 6, 2018 to learn about ECIP partners’ ECIP set-up experience. The findings show that communication and training documentation are two key elements for the program to be effective and successful. The survey results helped the LC CIP program develop a new and improved ECIP system.     

Changes on creativity scales following continuing education courses

Some educational courses for adults are concerned with developing general cognitive skills and flexibility, rather than specific concepts and competencies. Examples of such courses are those involving the encouragement of creativity, flexible and clear thinking, and efficient reading. These cognitive development courses are difficult to evaluate; for it is not immediately clear whether adult students learn anything from the novel activities experienced in them. It is necessary to examine learning of this kind using appropriate psychological tests, so as to assess student's thinking in terms of its creativity and complexity. A study was undertaken of six adult education courses, including in particular four creativity‐training courses, with two other university groups serving as controls. With the adult education groups, several significant improvements in test results were gained following the six‐week courses, involving the student's production of ideas, preference for complex stimuli, and creative independence. Consequently, creativity‐training and similar courses for general cognitive development are recommended for inclusion in both professional and lay adult‐education courses.     

Three Conceptions of Thermodynamics: Technical Matrices in Science and Engineering

Introductory thermodynamics is a topic which is covered in a wide variety of science and engineering educations. However, very different teaching traditions have evolved within different scientific specialties. In this study we examine three courses in introductory thermodynamics within three different scientific specialties: physics, chemical engineering and mechanical engineering. Based on a generalization of Kuhn’s theory of disciplinary matrix, and the idea of boundary objects we analyse how basic thermodynamics theory is conceived in the different scientific specialties. The study is based on interviews with teachers and analysis of the different textbook traditions. It is concluded that teachers need to take into account how subject matter is conceived in other related scientific specialties when designing courses. Two examples demonstrating how this may be done are given.

Why are smart people curious? Fluid intelligence,openness to experience,and interest

The experience of interest is central to intrinsic motivation for learning, so it is important to understand the nature of interest and its sources. Individual differences in fluid intelligence (Gf) predict finding things more interesting, but it is possible that this effect is merely due to the overlap of Gf with openness to experience, a strong predictor of interest across many domains. The present research measured Gf, the Big Five traits, and the interestingness of contemporary poems and visual art. Latent variable models found that Gf predicted interest in both poems and pictures, even when openness and gender were included as predictors. Moreover, Gf and openness did not interact, indicating main effects rather than joint effects. The relationship between Gf and interest thus appears robust.     

Religion and Rationality: Quaker Women and Science Education 1790–1850

This article examines the work of two Quaker women, Priscilla Wakefield (1750–1832) and Maria Hack (1777–1844) as popularizers of science and in the context of the development of scientific literacy. Both women were writers who specialized in scientific educational texts for children and young adults. As Quakers their community and culture played a significant part in their understanding of, and approach to, the study of science. Hence this article will consider how and why Quakers encouraged scientific education for their children. It will also consider how Quakers, in their support for science, avoided the theological discord that was beginning to arise between religion and science in other Christian denominations.     

Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges

This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making.     

COMMUNITY COLLEGE FACULTY INVOLVEMENT IN INSTITUTIONAL GOVERNANCE

The current study provided an investigation of 110 faculty who were very involved, moderately involved, and not involved in governance activities in community colleges. No differences were found between the three groups on characteristics of an ideal governance process or the roles faculty have in shared governance. Differences were found in responses to general perceptions toward faculty involvement in governance.     

Golden relics & historical standards: how the OECD is expanding global education governance through PISA for Development

ABSTRACT

Setting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching.