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281.
Key points
- The supply chain for monographs and related types of books is much more complex than that for journals.
- Sales per title are falling, while the efforts devoted to marketing individual titles have diminished too.
- Readers have a strong preference for physical print rather than e‐books, while libraries’ preference in purchasing is the other way round.
- Publishers, intermediaries, and libraries all face additional costs and complexity because they must continue to deal with both print and e‐books.
- Current inefficiencies in the supply chain act as a restraint on discoverability, demand, and access to academic books.
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Identifying exemplary science teachers through students’ perceptions of their learning environment 总被引：1，自引：0，他引：1
The purpose of this study was to examine students’ psychosocial perceptions of their science classroom learning environment in order to identify exemplary teachers. This mixed-method study used the valid and reliable What Is Happening In this Class? (WIHIC) questionnaire with over 3,000 middle school students in 150 classrooms in Australia. Exemplary teachers were defined as those whose students’ perceptions were more than one standard deviation above the mean for three of the five scales of Student Cohesiveness, Teacher Support, Involvement, Task Orientation and Equity. The reliability of the WIHIC scales ranged from 0.75 to 0.87. Eta2 showed that the WIHIC was able to distinguish between the perceptions of the students in the classroom. The construct validity of the WIHIC for identifying these exemplary teachers was confirmed through interviews with students and these views are reported in the article. 相似文献
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Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
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Gorodetsky Malka Fisher Kathleen M. Wyman Barbara 《Journal of Science Education and Technology》1994,3(3):137-144
In this paper we examine the impact of using a Macintosh-based knowledge organization toll SemNet, with prospective elementary and middle school teachers enrolled in an upper division biology course. The course models for students the ways in which they will be able to teach hands-on, minds-on science in K-8 classrooms and provides them with an in-depth understanding of a relatively small number of biology topics. This study examines changes in learning habits, metacognitive processes, retention, retrieval, and learring among students enrolled in this course. Students using SemNet tend to exhibit a significant increase in deep processing as measured by self-report. Also on the basis of self-report, SemNet students appear to acquire some cognitive skills that transfer to other courses, such as identifying main ideas and tying ideas together. SemNet students retained and retrieved nearly twice as much information about a topic, the digestive system, as a reference group. Although neither the SemNet nor the reference group exhibited transfer skills as we meansured them, there is evidence that SemNet student changed their thinking strategies. 相似文献
289.
Applied developmental science (ADS) is scholarship that seeks to advance the integration of developmental research with actions-policies and programs-that promote positive development and/or enhance the life chances of vulnerable children and families. Through this integration ADS may become a major means to foster a science for and of the people. It may serve as an exemplar of the means through which scholarship, with community collaboration, may contribute directly to social justice. In so doing, ADS helps shift the model of amelioration, prevention, or optimization research from one demonstrating efficacy to one promoting outreach. When this contribution occurs in the context of university-community partnerships, ADS may serve also as a model of how higher education may engage policy makers, contribute to community capacity to sustain valued programs, and maintain and perpetuate civil society through knowledge-based, interinstitutional systems change. 相似文献
290.
Matthew L. Speltz Marya C. Endriga Philip A. Fisher and Craig A. Mason 《Child development》1997,68(1):12-25
Previous studies have found that children with cleft lip and palate (CLP) and isolated cleft palate (CP) have elevated risk for a variety of psychosocial problems, but the origins of such problems are unclear, We excted that early medical and other stressors during infancy—including feeding problems and facial disfigurement—would have adverse effects on the infant, his or her caregivers, and the family environment, leading to a higher than expected rate of insecure attachments among infants with clefts. Twelve-month attachment classifications of CLP, CP, and comparision group infants were examined. No significant group differences in attachment status were found. When 3-month infant, maternal, and social/family characteristics were examined as potential predictors of insecure attachment, predictors interacted with diagnostic status. For the cleft group, infant and maternal characteristics, but not family characteristics, significantly predicted insecure attachment. For the comparison group, maternal and family characteristics, but not factors associated with the infant, were predictive. Infants with clefts despite their special needs and caregiving requirements, seem not to have elevated risk for insecure attachments at the end of their first year. Contrary to social-psychological formulations, the facial appearance of infants with CLP had no adverse effect on the quality of their maternal attachment. 相似文献