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101.
Teresa Gray 《Public Services Quarterly》2020,16(2):139-145
AbstractThis article describes a 12-year collaboration between a special collections librarian and history faculty for an undergraduate history writing course at Vanderbilt University. Originally taught as a one-shot session, the final 9 years of the course embedded the class into Special Collections for 10 weeks of primary source research. This article describes the evolution of the course from a one-shot session to full embedding, the mechanics involved in managing the sessions in Special Collections, student support considerations, and tips for other librarians offering such sessions. 相似文献
102.
Teresa Carlson Doune MacDonald Trish Gorely Stephanie Hanrahan Robin Burgess-Limerick 《高等教育研究与发展》2000,19(1):103-116
This paper is concerned with the reconstruction, at the departmental level, of a university assessment policy that required a shift from norm-referenced assessment to criterion-referenced assessment (CRA). As such, it provides an account of a change process driven by a centralised policy imperative and yet implemented and driven also from a bottom-up process. A wide range of data was gathered using action research methods. Individual and focus group interviews were conducted with staff and students, participant journals were kept and successive drafts of criteria and standards, and samples of students' responses were collected. The data suggested that a top-down policy can be successfully combined with a departmental-driven process, if financial and time considerations are addressed and a collaborative process amongst staff is sustained. The use of action learning, as a tool for change, appeared to assist participants to begin to own a top-down policy. 相似文献
103.
Marta Desimoni Teresa Gloria Scalisi Margherita Orsolini 《Learning and Instruction》2012,22(5):340-353
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the best predictor of later literacy and that spelling was the most stable measure and influenced text comprehension and reading speed. An asymmetry was also observed in the longitudinal relationship between reading and spelling errors, with reading errors predicting later spelling errors and a non-significant result in the opposite direction. 相似文献
104.
Teresa Lloro-Bidart 《Environmental Education Research》2017,23(8):1182-1199
This article invokes a neoliberal and disciplinary governmentality lens in a political ecology of education framework to analyze educational programming at Long Beach, California’s Aquarium of the Pacific. I begin by briefly describing governmentality as Foucault and neo-Foucauldian scholars have theorized the concept, followed by a discussion of the emergence of green governmentality and environmentality in political ecology. Next, I invoke a political ecology of education framework informed by neoliberal and disciplinary environmentality to analyze institutional and teaching practice at the Aquarium. In this analysis, I demonstrate how the institution’s funding structure, placement within the entertainment markets of the southern California area, and commitment to ocean conservation education all influence how the Aquarium conceptualizes itself and its work. I focus on the case of the Blue Cavern Show and the Seafood for the Future program, which work in tandem to define a problem (declining fish stocks; possible seafood shortages) and then structure a neoliberal solution through the market (sustainable seafood consumption). I conclude by discussing the implications of this research for environmental education, which include unpacking how neoliberalism impacts teaching practice, especially as it relates to notions of framing environmentally responsible action. 相似文献
105.
Anne Teresa Demo 《Quarterly Journal of Speech》2017,103(3):277-300
This essay examines the complex relationship between agency and technology. I compare autism apps developed by Samsung and Toca Boca and show that while app marketing retains a human-centered notion of agency, user–app interactions distribute agency through a constellation of human and nonhuman actors. The divergence between marketing and use, as well as critiques about agency and technology within disability studies, motivates my argument for hacking agency. Whether in computer or knowledge networks, hacking is a critical process that exploits information silos for particular ends. In this essay, I seek to broaden notions of rhetorical capacity and challenge narrow approaches to intentionality so as to facilitate the attribution of agency across the neurological spectrum. 相似文献
106.
This study examines two experienced teachers’ transformations and sense of agency as they implemented a writer’s workshop curriculum with multi-lingual third grade students. Multiple lines of inquiry guide the study including communities of practice (Lave & Wenger, 1991), teacher identities in figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), and the ethic of care (Noddings, 1984/2003). A constant comparative method was used to analyze classroom observation notes, interviews and debriefing sessions (Glaser & Strauss, 1967). Findings indicate that teachers transformed their pedagogical practices around writing, and at the same time reconsidered what it may mean to become renewed professionals. 相似文献
107.
Teresa U. Berry Steven D. Milewski Manda C. Sexton Allison L. Sharp 《Public Services Quarterly》2020,16(2):71-82
AbstractCitation management programs are tools used to organize references and to create citations and bibliographies. Libraries are often the central point for providing training and support in using these tools. To determine how we could improve our support and training services, we surveyed users to determine what software in being used, why they chose that particular program, what features are important, and how they use citation management programs to collaborate. Results indicate that users chose a particular program because it was freely available or recommended to them by others and that they thought that importing references and creating citations were important features. We also found a majority of respondents used citation management programs to collaborate and turned to the library for training and support. 相似文献
108.
Laia Viladot Isabel Gómez Teresa Malagarriga 《European Journal of Psychology of Education - EJPE》2010,25(1):49-65
This work explores the study of interaction through discourse as a means for analysing and understanding the process of teaching
and learning music. Over the course of a didactic sequence, we assess classroom conversations dealing with the analysis of
a music score constituted as the reference for the process of creating a joint music composition. The group is made up of
a teacher and second-year elementary pupils (aged 9–10 years) at a music school. Eight categories of discourse are identified
that help to understand the strategies used to construct shared musical meanings. This knowledge is important for practitioners
when reflecting on the teaching-learning process. It is also useful for teacher training. 相似文献
109.
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