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Librarians who teach one-shot library instruction classes (one-time, one- to three-hour classes to students who are assumed to be novice researchers) are often torn between two pedagogic approaches: a “critical mass” pedagogy emphasizing a minimum amount of databases that must be introduced with little time for student searching, and a “use-oriented” pedagogy emphasizing the introduction of one or two databases, with the instructor providing adequate time for the student to hone their search skills through in class work time that provides for interaction with the librarian. Drawing from the learning theory of Brian Cambourne, we compare the two pedagogic approaches and argue that a use-oriented approach is a better match to Cambourne's Conditions of Learning, but that without certain preparations of and expectations from the student, librarians will struggle with both approaches in these one-shot library instruction sessions. 相似文献
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Glenn Starlin 《广播与电子媒介杂志》2013,57(3):233-245
The following report is one of a series based on People in Broadcasting, the initial report of a research study conducted jointly by the Association for Professional Broadcasting Education and the National Association of Broadcasters. An introductory article appeared in the Spring 1962 issue, one on “Broadcasting Management” was published in the Summer 1962, and one on “Problems in Finding Qualified Employees” appeared in the Winter 1962–63 issue of the Journal of Broadcasting. 相似文献
115.
Paulette V. Starling Glenn Miller 《Community College Journal of Research & Practice》2013,37(10):756-772
The purpose of this study was to explore the negative thinking patterns of incoming community college freshmen who were undecided about choosing a major and to suggest an approach for addressing these issues on a community college campus. Sixty community college freshmen attending their freshman orientation (FO) were surveyed using the Career Thoughts Inventory (CTI). Results indicated that the students who participated in the study scored higher on all CTI scales than high school or college students in the normative sample. There were no differences in scores in terms of ages, gender, or ethnicity. These results suggest that community colleges should design programming that can help new students, particularly freshmen; to identify and to address their unconstructive thoughts with the aim of helping these students learn how to manage their anxiety upon entering college. Counselors and advisors should work more collaboratively by shifting from an individual model of delivering services to a more holistic learning approach in order to help students to become more decisive about an educational career path. 相似文献
116.
James F. McNamara Glenn Ross Johnson 《Community College Journal of Research & Practice》2013,37(3):277-292
Experience with current instructional strategies employed throughout various educational institutions led the authors of the paper to question the general state of affairs portrayed by recent HEW statements concerning “abstract” knowledge imparted to “passive” students. A research design is given along with a data analysis. Findings are reported and future directions established. 相似文献
117.
Abstract The author was interested in identifying and changing the interaction behavior and questioning techniques of fourteen community/junior college professors enrolled in his summer institute. Modern technological facilities, including microteaching laboratories with complete videotaping capabilities, were used in training the professors in the use of Flanders Interaction Analysis and questioning strategies. Pre- and posttraining videotapes were used to collect data. The differences between pre- and posttraining lessons for the total class were significant for eight variables. 相似文献
118.
Abstract A two-phase study of Extended Opportunity Programs and Services (EOPS) in California Community Colleges, involving comprehensive questionnaire surveys in 93 EOPS-funded colleges and site visits at 12 colleges, reveals that EOPS has proven successful in providing assistance to many who would not otherwise have been able to attend college. However, existing resources are not sufficient to meet the financial needs of many students in the colleges and many more potential students in the communities. The survey concludes that the colleges are successfully balancing the competing demands of financial assistance, to enable students to attend school, and services and assistance, to help students once they get to school. 相似文献
119.
Glenn R. Johnson 《Community College Journal of Research & Practice》2013,37(1):51-57
Abstract Teaching modalities and in-service training activities that show promise of increasing student learning and teaching effectiveness are identified. The subjects were 25 community/junior college instructors with an average of 5.08 yr of college teaching experience and at least a master's degree, who participated in a 6-wk institute. Modern educational technology facilities, including fully equipped microteaching labs, were used to train the participants in Flanders Interaction Analysis and questioning strategies. The Delphi process, surveys involving the Likert scale, and follow-up visits to campuses were used to collect data. The participants identified several modalities and training techniques as effective. 相似文献
120.
A critique of research examining whether early experiences with primary caregivers are reflected in adaptation is that relevant longitudinal studies have generally not employed genetically informed research designs capable of unconfounding shared genes and environments. Using the twin subsample (N = 485 pairs) of the Early Childhood Longitudinal Study-Birth Cohort, the current study provides evidence that early parental support (derived from observations at 24 months and around age 4, in prekindergarten) is associated with academic skills (r = .32), social competence (r = .15), and externalizing behavior (r = -.11) in kindergarten. Crucially, the shared environment accounted for virtually all of the correlation between parenting and academic skills, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior. 相似文献