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11.
Marian Hoy 《Archival Science》2011,11(3-4):391-408
When emerging professionals start working in archival institutions, libraries and museums (also referred to as collecting institutions), they bring knowledge and skills gained through internships, formal study, volunteer activities and previous work experience. They learn new processes quickly, are passionate about working with holdings or collections and are keen to build their knowledge. They gain exposure to the different disciplines that are reflected in the roles of archival institutions, libraries and museums as they build their professional identity and consider future career directions. What else do they need? A research study about the experiences of a group of individuals embarking on first or subsequent careers and starting new positions in collecting institutions found that relationships were an essential component in developing their skills and knowledge and planning their future directions. The article would be of interest to students looking ahead to working in an archives, library or museum and exploring career paths; supervisors and mentors who work with emerging professionals; professional associations and communities of practice; and educators who have a role in developing curriculum in educational or workplace contexts. 相似文献
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Camille Jarrell Raymonda Dennis Marian Jackson Cynthia A. Kenney 《Community College Journal of Research & Practice》2013,37(3):235-250
This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans. 相似文献
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Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions: at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend, and by school age all children had at least one mutual friend. Almost one third (29%) of preschools and school-age children had a mutual best friend. Notably, all children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggested some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses showed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school. Practice: Results have implications for parents' and early educators' promotion of children's friendships during the transition from preschool to school. 相似文献
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Stephen D. Truscott Emilia Lopez Marian C. Fish 《Journal of educational and psychological consultation》2013,23(1):2-15
The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself. 相似文献
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Teachers’ responses to inspection were investigated using a questionnaire survey of a random sample of 821 secondary school teachers who had undergone a full OFSTED inspection and in‐depth interviews with a further 35 teachers. The research found that inspection causes additional stress and that female teachers, regardless of level of seniority, felt more nervous about inspection than male teachers. Both male and female teachers felt more nervous when an inspector of a different gender to themselves was observing them in the classroom. Teachers’ affective responses to inspection alter their behavioural ones, thus affecting the resultant picture not only of the school itself but also of schools in this country‐‐a picture on which future advice and policy may be based. Explanations for gender differences are sought using the frameworks of stress and power differentials. 相似文献
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An Thi Nguyen Sharon Burnside Kristin Junge Emily Kling Somerville Marian Keglovits 《Educational gerontology》2020,46(8):486-496
ABSTRACT Community advisory boards (CABs) have been used to improve research outcomes involving specific communities and populations, including older adults. There is potential to synergize the use of CABs to encompass both research activities and the education of healthcare professionals to help meet increasing demands for a geriatric healthcare workforce in aging populations worldwide. We describe the development and process outcomes of a CAB that synergizes geriatric research and education of students in an allied health profession (occupational therapy). Implementation costs from June 2017–June 2019 were recorded. In-depth interviews were conducted with CAB participants, who were community-dwelling older adults living in St. Louis, Missouri, United States. Interview data were analyzed using a constant comparison method based on a grounded theory approach. Themes were derived regarding barriers, facilitators, and benefits of CAB participation for older adults. Fourteen older adults (aged 65 and over) were initially recruited. The total direct cost of CAB implementation was 4050 United States Dollars over two years. Barriers to CAB participation for older adults included unexpected schedule conflicts due to illness and lack of understanding of the research process, while facilitators included accessible meeting spaces, staff support, flexible participation options, and financial support (e.g., transportation). Perceived benefits of CAB participation included gains in social capital, more positive views of research, and social connectedness. Key lessons learned are described and can be used to inform a novel approach to developing and implementing CABs to improve outcomes of geriatric research and education. 相似文献
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Marian Marion 《Early Childhood Education Journal》1993,20(3):4-8
Julia, Darryl, and Shantal are all learning very different ways to deal with angry feelings.Unpleasant feelings are like weeds. They don't go away when we ignore them; they grow wild and take over. (Beattie, 144).Marian Marion is Professor of Human Development and Early Childhood Education, University of Wisconsin-Stout, Menomonie, WI. 相似文献
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Mary Alice McDonald Marian Sigman Michael P. Espinosa Charlotte G. Neumann 《Child development》1994,65(2):404-415
Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities. 相似文献