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411.
Rob Kairis 《Library Collections, Acquisitions, and Technical Services》2012,36(1-2):30-38
While consortia have been successful in cooperating among members for the purpose of sharing electronic resources, they have struggled to extend that level of cooperation to print materials. OhioLINK is investigating methods to accomplish this goal. This paper expands on that initiative and presents a method for creating a shared approval plan for purchasing U.S. university press titles. It presents a subject-based solution stemming from a prior research initiative with OCLC for establishing financial commitments and randomized ownership of materials to be shared among consortium member libraries. This study projects results of this method by applying a prior year's publication output. The results do not describe a perfect plan but one worth exploring as a means to cooperatively purchase and share print books. 相似文献
412.
Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. 相似文献
413.
This article focuses on the Building Colleges for the Future (BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the ‘production of space’ represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policy-makers and others’ perceptions of teaching and learning; in ideological terms, they also trumpet a ‘new lifestyle’ and a ‘new art of living’ for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody. 相似文献
414.
This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of Initial Teacher Education (ITE) courses for FE student-teachers across a range of sites. These collaborative ITE programmes prepare students to teach in FE settings and conceptualise the FE teacher as a critically informed practitioner, equipped to engage with research and knowledge production practices in the sector. The permeable grouping of teacher educators that has emerged identifies itself as a ‘community of practice’ and uses this concept in the development of a pattern of cultural interaction that scaffolds the continuing professional development of practitioners across the region. This article outlines the underpinning values of the Higher Education (HE)/FE partnership and explores how the partnership has responded to the neoliberal policyscape. Through a number of examples, the authors illustrate how this community seeks to translate shared beliefs into everyday practice, not least through a critical and participatory approach to practitioner research activities which challenges the performative practices that have come to dominate FE in England. 相似文献
415.
The Internet offers new opportunities for anonymous and pseudonymous communications. Users can, for example, engage in political advocacy, receive counseling, and perform commercial transactions without disclosing their identities. The cloak of anonymity can also facilitate socially unacceptable or criminal activities because of the difficulty in holding anonymous users accountable. This article reports the results of a conference on anonymous communication organized by the American Association for the Advancement of Science. Among the findings were that online anonymous communication is morally neutral; that it should be considered a strong human and constitutional right; that online communities should be allowed to set their own policies on the use of anonymous communication; and that individuals should be informed about the extent to which their identity is disclosed online. The article discusses how anonymous communications can be shaped by the law, education, and public awareness, and highlights the importance of involving all affected interests in policy development. 相似文献
416.
Temperamental Origins of Child and Adolescent Behavior Problems: From Age Three to Age Fifteen 总被引:11,自引:0,他引:11
Avshalom Caspi Bill Henry Rob O. McGee Terrie E. Moffitt Phil A. Silva 《Child development》1995,66(1):55-68
We assessed relations between early temperament and behavior problems across 12 years in an unselected sample of over 800 children. Temperament measures were drawn from behavior ratings made by examiners who observed children at ages 3, 5, 7, and 9. Factor analyses revealed 3 dimensions at each age: Lack of Control, Approach, and Sluggishness . Temperament dimensions at ages 3 and 5 were correlated in theoretically coherent ways with behavior problems that were independently evaluated by parents and teachers at ages 9 and 11, and by parents at ages 13 and 15. Lack of Control was more strongly associated with later externalizing behavior problems than with internalizing problems; Approach was associated with fewer internalizing problems among boys; and Sluggishness was weakly associated with both anxiety and inattention, especially among girls. Lack of Control and Sluggishness were also associated with fewer adolescent competencies. These results suggest that early temperament may have predictive specificity for the development of later psychopathology. 相似文献
417.