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David Van Kleeck Hikaru Nakano Gerald Langford Trey Shelton Jimmie Lundgren Allison Jai O'Dell 《Cataloging & classification quarterly》2017,55(7-8):560-577
This article presents a case study of quality management issues for electronic resource metadata to assess the support of user tasks (find, select, and obtain library resources) and potential for increased efficiencies in acquisitions and cataloging workflows. The authors evaluated the quality of existing bibliographic records (mostly vendor supplied) for e-resource collections as compared with records for the same collections in OCLC's WorldShare Collection Manager (WCM). Findings are that WCM records better support user tasks by containing more summaries and tables of contents; other checkpoints are largely comparable between the two source record groups. The transition to WCM records is discussed. 相似文献
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Keith Ballard Anne Bray Eric J. Shelton John Clarkson 《International Journal of Disability, Development & Education》1997,44(3):229-241
Fifteen fathers of children with disabilities living in urban and rural settings were interviewed about their experiences which included their interactions with teachers and other professionals in the school system. The fathers’ accounts revealed issues similar to those reported in studies in which mothers were the participants. Where early childhood centres and schools are rejecting of children with disabilities, and where resources are difficult to access, parents experience stress. Supportive professionals and educational settings, on the other hand, are experienced as contributing to child development and family well‐being. 相似文献
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ABSTRACTThe inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice. 相似文献
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Early-warning intervention for students at risk of failing their online courses is increasingly important for higher education institutions. Students who show high levels of engagement appear less likely to be at risk of failing, and how engaged a student is in their online experience can be characterized as factors contributing to their social presence. Social presence begins with teacher-student and student-student interaction in online courses. Fortunately, student interaction data can be gleaned from learning management systems, used to model and predict at-risk students at an early stage. This research addresses an existing model for predicting at-risk students to test a previous hypothesis that a holiday effect is a contributor for failure. A new analysis then presents an alternative approach, one that tests the frequency of student interaction rather than amount of interaction as a preferable indicator. 相似文献
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Sharon H. Harwell Shannon Gunter Sandra Montgomery Cheryl Shelton Deborah West 《Learning Environments Research》2001,4(3):259-286
This article describes initial results of a collaborative action research endeavor between a regional university and a local
school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist
viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning
Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and
classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which
the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics
and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded
no significant changes in student perceptions of the classroom learning environment over the duration of the academic year.
Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom
learning environment into closer alignment with a constructivist perspective for teaching and learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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