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论述图书馆学与资讯研究的典范变迁，介绍典范的意义及重要性；探讨图书馆学与资讯研究的５个典范，如图书馆作为一种社会机构的典范、系统导向的典范、Ｂｅｌｋｉｎ知识的非常态状态典范、Ｄｅｒｖｉｎ的意义建构论及诠释学等。     

An exploration of the role of schema theory and the (non-indigenous) construction of indigenous identity

Community engagement is increasingly important in environmental management. While such engagement has tended to comprise only one-way communication, genuine engagement often requires meaningful cross-cultural communication. This paper explores issues surrounding engagement with Australian indigenous communities, suggesting that the construction of the cultural identity of these communities is an important impediment to meaningful social engagement. Drawing on schema theory and the notion of Bhabha’s interstitial space, we argue that environmental management needs to embrace such ideas. Using examples from a study of the non-indigenous construction of Australian Aboriginal identity through a long-established Australian newspaper, we explore implications of non-indigenous construction of Australian Aboriginal identity in environmental management. We argue, thus, that contemporary environmental management needs to encourage a focus on conscious engagement or self-critique of identity statements. This focus would have an emphasis on the constructedness of cultural identity and conscious rejection of the unthinking assumptions they engender.     

College students' ratings of student effort,student ability and teacher input as correlates of student performance on multiple-choice exams

In the class session following feedback regarding their scores on multiple-choice exams, undergraduate students in a large human development course rated the strength of possible contributors to their exam performance. Students rated items related to their personal effort in preparing for the exam (identified as student effort in the paper), their ability to perform well on the exams (identified as student ability), and teacher input that might have affected their exam performance. Students rated most student effort items higher than teacher input and student ability items. Notwithstanding, across all exams, ratings of student ability and teacher input correlated more strongly with exam performance than did student effort ratings. High and low performers on the exams differed significantly on ratings of student ability and teacher input, but were more similar on ratings of student effort.     

The high skills project and the limits of possibility: a response to Coffield

In 2003, we wrote a critical reply to Frank Coffield’s reflections in this journal on the significance of the Performance and Innovation Unit’s project on workforce development for the future direction of skills policy in England. As Coffield made clear in a rejoinder, underpinning our arguments are fundamental disagreements about what would be required to tackle the low skills equilibrium and develop the UK as a high skills society. Coffield criticised our project for being unrealistic and as offering no threat to the status quo. In this reply, we respond to these criticisms before subjecting Coffield’s own policy recommendations to closer scrutiny. The danger with following his approach is that it not only results in academics setting their sights too low but is overly optimistic about what can be achieved by working with policy makers given current political and ideological constraints.     

‘Take more time to actually listen’: students' reflections on participation and negotiation in school

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school.     

Teaching large classes at college and university level: challenges and opportunities

A key component of current British military education is the battlefield tour and staff ride. These tours allow students to visit the location of military events, most commonly the battlefields of the First and Second World Wars in northern Europe, to facilitate their understanding of military history and draw contemporary parallels from the events concerned. While these tours are commonly hailed as excellent opportunities for learning, there has been a lack of critical discussion on the learning and teaching implications of these exercises. This article aims to provide a review of the available literature on the pedagogical value of battlefield tours and staff rides and to bring them within a theoretical learning context. It will then present some conclusions on the ways in which learning outcomes from battlefield tours and staff rides can be improved.     

Moving forward in inclusive education research

This paper aims to address conceptual and methodological challenges of doing research in the field of inclusive education and revisit school effectiveness research literature to inform future research. First, we present the rationale for inclusive education and briefly review the evolution of special needs education. Then, we discuss limitations of current research on inclusive education. Next, we present school- and classroom-level findings of school effectiveness research to highlight how it can influence the inclusive education research agenda. We conclude by presenting future directions for research.