Framework for Sustaining Innovation at Baker Library,Harvard Business School

ABSTRACT

Baker Library at Harvard Business School is increasingly asked by the school's faculty to create custom digital information products to enhance course assignments and to find novel ways of electronically disseminating faculty research. In order to prioritize these requests, as well as facilitate, manage, and track the resulting projects, the library staff developed the Research Innovation Framework. Informed by design thinking techniques and recent research on building innovation strategies and innovative cultures, the Research Innovation Framework has been particularly impactful to Baker's intra-organizational communication, allowing for more robust collaboration across the entire library. Tools and resources contained within the Framework have allowed Baker to adapt to the diverse and evolving needs of its customers.     

Embodied moments: revisiting the field and writing vulnerably

In this essay, I revisit past dissertation fieldwork to interrogate the presence and absence of my pregnancy in performances and textual accounts. I return to time spent in the former Yugoslavia working with the Swedish organization Kvinna till Kvinna (Woman to Woman) and their local partner organizations. Through a series of brief flashbacks, I work through ongoing moments of tension surrounding reflexive research, emerging subjectivities, and vulnerable writing. This essay contributes to conversations on how feminist ethnographers locate themselves within the field in relation to participants and on reflexivity as an evolving practice that expands across temporal and spatial boundaries.     

Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.     

Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development

This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions.     

Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency

Journal of Mathematics Teacher Education - This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME)...     

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.     

文化回应教学理论：背景、思想与实践--华盛顿大学多元文化教育中心Genev a Gay 教授访谈

文化回应教学作为一种教学取向以及一种行动方案,有其提出的理论背景、思想脉络和实践意向。教学忽视了学生的文化差异,没有关注他们的生活经历和文化背景,仍是以主流文化的标准及方式要求他们,因而造成少数民族学生学业低落。教师应该理解学生成长的母文化、学生文化行为所暗示的文化意蕴以及学生之间的文化差异,将学生的母文化作为学习的桥梁,而不是学习的障碍,学校教育应适度反应学生的母文化,使学生的学习经验更具脉络意义。教师需要关怀学生、与学生建立多种沟通方式、开发多元文化课程以及保持教学与文化一致性的教学架构。     

Students’ Occupational Aspirations: Can Family Relationships Account for Differences Between Immigrant and Socioeconomic Groups?

Immigrant background and disadvantaged socioeconomic background are two key predictors of poorer school achievement in Europe. However, the former is associated with higher while the latter is associated with lower aspirations. This study asks whether family relationships account for this difference. Data come from 5,926 students in Germany and Sweden, eliciting indicators of family background and relationships at age 14–15 years (2011) and occupational aspirations 1 year later. High aspirations were found among students of non-European background and students with higher parental occupational status. Structural equation models showed that while immigrant families had greater parental aspirations and encouragement, family cohesion, and parental monitoring, only parental aspirations mediated the effects of family background.     

A Grounded Theory of Counselor Educators' Academic Leadership Development

Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.