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81.
In the past, librarians taught reference management by training library users to use established software programs such as RefWorks or EndNote. In today's environment, there is a proliferation of Web-based programs that are being used by library clientele that offer a new twist on the well-known reference management programs. Basically, these new programs are PDF-manager software (e.g., Mendeley or Papers). Librarians are faced with new questions, issues, and concerns, given the new workflows and pathways that these PDF-manager programs present. This article takes a look at some of those. 相似文献
82.
Donna M. Arnold 《The Reference Librarian》2013,54(2):146-150
As reference work changes dramatically due to computer technology, tangible reference collections are disappearing from academic libraries in many fields. Such is not the case in music research libraries, however. While many important online music reference resources exist, many print resources remain vitally important, and because of limited funding, they are unlikely to be digitized soon. Music libraries and music reference collections are currently a combination of traditional and online resources, enhanced by human expertise. This beneficial combination should be maintained. 相似文献
83.
Donna Governor Jori Hall David Jackson 《International Journal of Science Education》2013,35(18):3117-3140
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom. 相似文献
84.
Frances V. Rains Jo Ann Archibald Donna Deyhle 《International journal of qualitative studies in education》2013,26(4):337-342
The realities of Indian belief and existence have become so misunderstood and distorted at this point that when a real Indian stands up and speaks the truth at any given moment, he or she is not only unlikely to be believed, but will probably be contradicted and "corrected" by the citation of some non-Indian and totally inaccurate "expert." More, young Indians in universities are now being trained to see themselves and their cultures in terms prescribed by such experts rather than in the traditional terms of the tribal elders ?. In this way, the experts are perfecting a system of self-validation in which all semblance of honesty and accuracy is lost. This is not only a travesty of scholarship, but it is absolutely devastating to Indian societies. (Deloria, as cited in Rose, 1992, p. 404) 相似文献
85.
Donna R. Pawlowski 《Communication Teacher》2013,27(3):69-73
Objective: Students can reflect upon and articulate how they have been shaped by their “standpoints” in life. This assignment allows students to truly see themselves reaching out (understanding others) and reaching in (examining selves) to reflect upon their standpoint in society. Secondary goals are to dispel stereotypes of various standpoints and create more openness in class discussions. Potential courses: Gender Communication, Communication Theory, Cultural Communication, and Introduction to Public Speaking 相似文献
86.
Diversity in sport, especially in relation to those who hold positions of power in interscholastic, intercollegiate, and professional sport, seems to be some what of an oxymoron. There is ample evidence that those who are not similar to the status quo that has long dominated such sport settings (i.e., white, heterosexual, male) are far less represented within positions of power in sport than they are in the population at large (Acosta & Carpenter, 1996; Washington. 1998). Furthermore, some suggest that the maintenance of the status quo goes beyond demographics and that homologous reproduction exists in attitudes. values, and leadership priorities among those in leadership positions in sport (Boutlier & San Giovanni, 1994). Because diversity and valuing diversity have received a greal deal of attention in the corporate world, this paper utilizes the business literature in an attempt to obtain a fresh perspective regarding the lack of diversity in one of the most criticized areas of sport, Division IA intercollegiate athletic organizations. A review of the literature resulted in a framework comprised of three dimensions: 1) noncompliance/compliance. 2) reactive diversity management; and 3) proactive diversity management. The framework is presented and described and its application to kinesiology, physical education. and sport is provided. 相似文献
87.
88.
Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride
Donna Y. Ford Cynthia A. Tyson Tyrone C. Howard J. John Harris III 《Roeper Review》2013,35(4):235-240
Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority. 相似文献
89.
The article reviews different views of creativity, building on the work of Czikszentmihaly. It offers a definition of creativity in terms of trait/process/product. The issue of how creativity might be assessed is explored using this definition and some illustrative examples are provided. The article concludes that creativity can and should be assessed but that this must be with an appropriate methodology. Such assessment is important not only for assessing students' work but also for evaluating curriculum content, in order to promote curriculum development in the teaching of creativity. 相似文献
90.
Donna Chamely-Wiik Brian T. Cooney Michael A. DeDonno 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):78-97
ABSTRACTIn this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices. 相似文献