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Tammy R. Pettinato 《Public Services Quarterly》2013,9(2):155-161
Special Libraries, Special Challenges is a column dedicated to exploring the unique public services challenges that arise in libraries that specialize in a particular subject, such as law, medicine, and business. In each column, the author will discuss public service dilemmas and solutions that arise specifically in given subject libraries, while drawing links to how such issues affect librarianship in general. Special or subject-matter librarians interested in authoring a piece for this column are invited to contact Tammy R. Pettinato at pettinato@law.ucla.edu. ***** 相似文献
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Tammy R. Pettinato 《Public Services Quarterly》2013,9(3):283-289
ABSTRACT Special Libraries, Special Challenges is a new column dedicated to exploring the unique public services challenges that arise in libraries that specialize in a particular subject, such as law, medicine, business, and so forth. In each column, the author will discuss public service dilemmas and solutions that arise specifically in given subject libraries, while drawing links to how such issues affect librarianship in general. Special or subject-matter librarians interested in authoring a piece for this column are invited to contact Tammy R. Pettinato at pettinato@law.ucla.edu. 相似文献
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Janis L. Dickinson Rhiannon Crain Steve Yalowitz Tammy M. Cherry 《The Journal of environmental education》2013,44(3):145-158
How we communicate the dangers of climate change may influence attitudes, intentions, and behaviors. Here we test two pairs of positive and negative framing statements with North American citizen scientists interested in gardening and birdwatching. Mentioning dangers for humans did not increase participants’ interest in taking personal action on climate change, but mentioning dangers for birds was highly effective. Highlighting the positive collective impacts of small behavioral changes also increased participants’ interest in taking personal action. These results suggest that while some dire messages are ineffective, those evoking concern for target species of significance to the learners may be as successful as positive messages. 相似文献
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Lynda R. Wiest Tammy V. Abernathy Kathryn M. Obenchain Elza M. Major 《Equity & Excellence in Education》2013,46(4):313-323
This research compares speaking times and turns of female and male presenters and audience members at the 2000 Annual Meeting of the American Educational Research Association (AERA). In their presentations, males spoke longer than females, but the differences were not statistically significant. They spoke significantly longer than females, however, when posing questions or comments during open discussions, and they made a significantly greater number of responses to these questions and comments. Some chairs were inconsistent in monitoring allotted speaking times. Females' participation was lower in less-structured situations, such as open discussions and co-presented papers, than in settings with greater structure. 相似文献
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Veronica Molina Tammy Molina-Moore Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27
ABSTRACTField work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner. 相似文献
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Tammy Eisenmann Ruhama Even 《International Journal of Science and Mathematics Education》2011,9(4):867-891
The aim of this study was to examine how teachers enact the same written algebra curriculum materials in different classes.
The study addresses this issue by comparing the types of algebraic activity (Kieran, 2004) enacted in two 7th grade classes taught by the same teacher, using the same textbook. Data sources include lesson observations
and an interview with the teacher. The findings show that students in the two classes were offered somewhat different algebraic
experiences. At one school, more emphasis was placed on global/meta-level activities (activities that are not exclusive to
algebra and suggest general mathematical processes), whereas at the other school, more emphasis was placed on transformational
activities (“rule-based” algebraic activities). Analysis of the sources of the differences related to the ways in which the
teacher used and enacted the curriculum materials in the two classes revealed that these were linked to the teacher’s attempts
to be attentive to the students in the class and to the nature of the students’ work. 相似文献
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Buonaccorsi VP Boyle MD Grove D Praul C Sakk E Stuart A Tobin T Hosler J Carney SL Engle MJ Overton BE Newman JD Pizzorno M Powell JR Trun N 《CBE life sciences education》2011,10(4):342-345
To transform undergraduate biology education, faculty need to provide opportunities for students to engage in the process of science. The rise of research approaches using next-generation (NextGen) sequencing has been impressive, but incorporation of such approaches into the undergraduate curriculum remains a major challenge. In this paper, we report proceedings of a National Science Foundation-funded workshop held July 11-14, 2011, at Juniata College. The purpose of the workshop was to develop a regional research coordination network for undergraduate biology education (RCN/UBE). The network is collaborating with a genome-sequencing core facility located at Pennsylvania State University (University Park) to enable undergraduate students and faculty at small colleges to access state-of-the-art sequencing technology. We aim to create a database of references, protocols, and raw data related to NextGen sequencing, and to find innovative ways to reduce costs related to sequencing and bioinformatics analysis. It was agreed that our regional network for NextGen sequencing could operate more effectively if it were partnered with the Genome Consortium for Active Teaching (GCAT) as a new arm of that consortium, entitled GCAT-SEEK(quence). This step would also permit the approach to be replicated elsewhere. 相似文献
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Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. Additionally, many adolescents with disabilities lack the knowledge needed to develop a healthy sexual identity, therefore, increasing their vulnerability (Baladerian, et al., 2013; Boehning, 2006; Preston, 2013; SEICUS, 2012, 2014). Resources have been developed to improve the sexual health of individuals with disabilities; however, those who need this education may not have access to the resources. The purpose of this literature review is to examine sexual health education for individuals with disabilities; it focuses on risks to people with disabilities, current barriers to education, and available resources. 相似文献
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Tammy Y. L. Kwan 《Asia-Pacific Journal of Teacher Education》2008,36(4):323-343
Problem‐based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student‐teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher‐led deductive workshops; and a modified PBL using problem‐based scenario inductive inquiry workshops. The learning experiences of the student‐teachers were captured via an open‐ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education programme. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes. 相似文献