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11.
Katy Kavanagh Webb Tamara Rhodes Eleanor Cook Christine Andresen Roger Russell 《图书馆管理杂志》2013,53(7):757-776
ABSTRACTA research project was undertaken by a university library system to develop a sustainable user experience strategy. A task force was convened to conduct a pilot project with members from both libraries in the system to assess staffing responsibilities, guidelines, processes, and data-gathering procedures. The team tested an electronic resources list common to both libraries. In describing the methods employed by the task force in their research, this article outlines the benefits and drawbacks of staffing configurations to initiate user experience practices in an academic library setting. 相似文献
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Christine Black Bethany Harris Katy Mahraj Anna Ercoli Schnitzer 《Medical reference services quarterly》2013,32(2):179-184
Librarians have traditionally facilitated research development resulting in grants through performing biomedical literature searches for researchers. The librarians at the Taubman Health Sciences Library of the University of Michigan have taken additional steps forward by instituting a proactive approach to assisting investigators. To accomplish this, the librarians have taken part in a collaborative effort with the University of Michigan Medical School Office of Research. Through this partnership, both units have created and adopted various techniques intended to facilitate the submission of grants, thus allowing researchers more time to conduct their primary activities. 相似文献
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Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
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Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
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AbstractAcademic libraries typically employ a top-down approach to employee performance evaluations, which often does little to reveal an employee’s needs within the workplace and fails to provide an opportunity for supervisors to assess and reflect on how their actions impact the work environment. Using an autoethnographic approach, a supervisor and a support staff member developed an assessment instrument to evaluate the supervisor-supported work climate in one department of an academic library. This project helped promote both individual and department-wide discussion on what elements make a supportive work climate and provided the supervisor an opportunity to reflect on ways to improve support efforts. This article includes practical information as well as the lived experiences of the collaborators. 相似文献
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Katy Gregg 《Early Childhood Education Journal》2017,45(4):445-452
Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports. 相似文献
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Katy Pilcher 《Teaching in Higher Education》2017,22(8):975-990
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university. 相似文献
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