图书馆探险:搜寻财宝式的指导方法与传统的指导新生参观图书馆

纽约城市大学的昆士巴拉社区学院是多文化的学院,同时拥有传统的和非传统的大学生。在大约10000名学生中,48.4%的学生上的业余大学。每年平均有2400名全日制学生进入大学,大约27%在春季入学。一些大四的学生经常到昆士巴拉寻求研究帮助。然而,对使用图书馆进行指导是长期多变的,一系列的学习班由于没有学生参加而没能继续。一个由教师协助的新生图书馆介绍计划,由于没有资金而放弃。虽然学生对认识能力的要求曾使一些教师打算开“文献资源介绍”课,也因为老师不能在课堂上匀出时间讲而作罢。从来没有哪个大学或系清楚地要求上图书馆指导课。…     

Project 2061: Systemic reform of K-12 education for science literacy

Project 2061 of the American Association for the Advancement of Science is a long-term initiative for systemic reform of K-12 education in science, mathematics, and technology. The project was named after the next return of Halley's comet to envision a future where all Americans are science literate. To fulfill this vision, Project 2061 is developing a coordinated set of reform tools for educators to use in achieving the goals of science literacy.     

Individualised educational programmes. Part II: raising the attainment of pupils with special educational needs

This paper is based on an investigation into individualised educational programmes (IEPs). The project, entitled 'Raising the Attainment of Pupils with Special Educational Needs', was commissioned by the Scottish Executive Education Department in 2000 and was completed in 2001. A literature review published previously traces the origins of IEPs and compares and contrasts their use in education systems in the UK, elsewhere in Europe, in the USA and in Australia.     

The Relationship Between Learning Approaches to Part‐Time Study of Management Courses and Transfer of Learning to the Workplace

The aim of this study was to investigate the relationship between students’ learning approaches to study on part‐time, distance‐learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface‐apathetic approach. Transfer of learning was measured by student self‐report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface‐apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning.     

Virtual schools: The changing landscape of K-12 education in the U.S.

Virtual schools are a growing phenomenon in k-12 education. School systems in almost every state in the United States offer some version of fully online or blended education. It is no longer far-fetched to conclude that if the current trend continues, virtual school enrollments will eclipse those of traditional brick-and-mortar k-12 institutions within the next 10 years. This paper examines some of the challenges and strengths of virtual schools, it offers questions to consider when deciding whether or not a virtual school option would be ideal, and it draws conclusions, which provide an outlook for the future of virtual schools in k-12 education.