中国图书馆学会第三届青年学术论坛召开

2006年10月30日至11月2日，中国图书馆学会第三届青年学术论坛在福建武夷山召开。与会者80余人，其中包括第三届青年学术论坛征文一、二等奖作者，各系统和各地方学会推荐人选，以及来自北京大学、南开大学、厦门大学、中山大学、浙江大学、福建师范大学的信息管理院系的特邀专家学者，部分企业会员代表和媒体记者也参加了会议。在开幕式上，中国图书馆学会副理事长、首都师范大学图书馆馆长胡越，武夷学院副院长裘国伟，福建省图书馆学会理事长谢水顺分别致辞。     

Using the newspaper to support children's emerging literacy

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.     

Melvyl联合目录的记录合并机制

联合目录中重复记录的判定和合并是至关重要的。本文介绍美国加利福尼亚大学Melvyl联合目录的系统自动合并记录的机制。     

Facilitating teachers' professional growth through their involvement in creating context-based materials in science

This paper traces the professional growth of science teachers in Trinidad and Tobago through their involvement in the production of context-based resource materials relevant to the lives of their students during workshop sessions. Grounded theory methods were used to analyse pre- and post-workshop questionnaire responses, tape-recorded group discussions and several draft lesson outlines. The findings show that professional growth is indicated by changes in the nature of the contexts chosen as lesson foci, the role of these contexts in the overall lesson design, and teachers' perceptions of contextualised teaching. Conflicts between students' cultural and scientific understandings were not addressed by these teachers.     

Registered nurses' constructed meaning of concepts of solution and their use in clinical practice

Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas. Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed in these terms. Specializations: phenomenology, thinking, caring, euthanasia and palliative care, curriculum development for nurses. Specializations: thinking, science curricula for nurses, isotope geochemistry, mass spectrometry.     

EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY

Intervention researchers often use curriculum‐based measurement of reading fluency (CBM‐R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM‐R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM‐R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author‐identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three‐fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM‐R data when comparing interventions within a BEA. Further implications for practice and future research are included.     

Faculty Student Interaction at the Community College: A Focus on Students of Color

The present study describes the level of faculty--student interaction on 2-year college campuses, examines student characteristics correlated with faculty contact, and considers how interaction may differ among racial subgroups of students. Using data collected from the Transfer and Retention of Urban Community College Students (TRUCCS) survey, a sample of 2500 students informed this research. The findings reveal generally low levels of interaction, and especially with Asian American/Pacific Islander and Latino students. Having positive perceptions of the college environment and interacting with other members of the institution, from students to academic counselors, glow the strongest positive association with faculty contact among all racial subgroups of students. Prominent among the differences is the negative relationship between perceiving racial difficulties and interacting with faculty for Asian American/Pacific Islander students. The findings provide insight in how to increase and enrich faculty interaction on these campuses to better retain underrepresented students in the educational pipeline.     

Comparability of the WISC and the WISC-R in normal children of divergent socioeconomic backgrounds

WISC and WISC-R IQs of two groups of normal ten-year-old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC-R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC-R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC-R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC-R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment-by-levels design may be more useful in comparisons of the WISC and the WISC-R because of the bias introduced by counterbalanced designs.