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Nadine P. Ellero 《期刊图书馆员》2017,72(1-4):152-155
ABSTRACTTechnical Services departments have been navigating rough and uncertain waters while charting courses toward hazy horizons for years. Battling swelling expenses, blustering winds of reduced resources, and tumultuous tempests of electronic resources clashing with print resources, we steer toward an increasingly digital skyline with steadily leaner crews, needing support and new skills to sail these seas of continuous change and challenge. Now more than ever it is necessary to build a team empowered to maneuver efficiently and effectively. Leading and managing are central to positioning for and embracing these emerging horizons. The presenters have been studying and implementing various aspects of “servant leadership” with an eye toward growing people within our departments and communicating in multiple directions. During this session, we will focus particularly on the following processes: discernment, discovering purpose, and building capacity (relationships and communication). This presentation will explore the what, how, where, who, and when for leading and managing toward our Technical Services horizons. 相似文献
23.
Peet, M. C. and Robinson, D. (1978) The Critical Examination. Morris, Helen (1979). Where's That Poem? Swatridge, C. and S. (1979) The Biblio File: an Index of prose Passages. Raggett, Michael, Tutt, Christine, qnd Raggett, Patricia (Editors), (1979) Assessment and Testing of Reading: Problems and Practices. 相似文献
24.
Twining Peter Butler Deirdre Fisser Petra Leahy Margaret Shelton Chris Forget-Dubois Nadine Lacasse Michel 《Educational technology research and development : ETR & D》2021,69(4):2285-2308
Educational technology research and development - There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world... 相似文献
25.
In this study we investigate whether the process of Attraction, Selection and Attrition as described by Schneider (1987) is already operative prior to labor market entry, i.e., in the educational phase of careers. We focused on selection with regard to the locus of control personality trait because of its firm conceptual and empirical relevance in both content and process of choice. Specific hypotheses were proposed as to the sorting of different personality types in study programs leading to different prospective professional careers. The study was carried out in a sample of 158 Austrian students. We found strong support for our hypotheses in that (1) personality predicted specific study choices and (2) personality predicted different levels of rationality in the choice process. In addition, the findings also suggest that tighter matches between personality and study programs could be observed for students making rational choices. The results indicate support for the validity of the ASA model in educational choice, provided the use of meaningful individual differences. Several promising avenues for future research are identified. 相似文献
26.
Nadine Engels Gwendoline Hotton Geert Devos Dave Bouckenooghe Antonia Aelterman 《Educational studies》2008,34(3):159-174
This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component. 相似文献
27.
Nadine Bryce Sara E. D. Wilmes Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. 相似文献
28.
The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood 总被引:1,自引:0,他引:1
Lemelin JP Boivin M Forget-Dubois N Dionne G Séguin JR Brendgen M Vitaro F Tremblay RE Pérusse D 《Child development》2007,78(6):1855-1869
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness. 相似文献
29.
ABSTRACT This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors. 相似文献
30.
Nadine Ehlers 《传播与批判/文化研究》2013,10(4):313-334
This article examines the intersectionality of law and race to argue that law, in its broadest understanding, has played a pivotal role in the performative constitution of racial subjects. This disciplinary regulation, which has operated to “fix” an individual within a racial status under law, has augmented the production of the individual as a raced subject. An analysis of Rhinelander v. Rhinelander, however, illuminates that a defiance of racial performative dictates can render “race” hidden in plain sight. This rendering represents an escape from the regulatory mechanisms of law, posing a counter‐power that threatens to disturb hegemonic whiteness. 相似文献