我国图情档学科关于文化信息数字资源整合的研究——以博物馆研究为视角

我国图情档学科认为博物馆是文化信息数字资源整合的主体之一。博物馆中以其展品为代表的文化信息资源对满足公众多样化的文化需求、增强中华文化竞争力起着重要作用。本文借助Citespace分析软件,通过对作者、机构、关键词可视化图谱的绘制,识别出我国图情档学科下以博物馆为主题词的科研文献成果概况、科研机构分布及研究热点词与其研究发展趋势。经分析得知,该学科下以博物馆为主题的研究可以分为两个阶段:第一阶段(1996-2008年)主要是博物馆文献资源的开发与利用、博物馆与图书馆文献资源的开发与利用、博物馆古籍保护管理工作以及古籍文献等主题。第二阶段(2009-2019年)主要探讨三馆馆际合作的资源整合路径、数字资源整合理论模式与合作机制等的研究,并结合相关文献内容,深入探讨以博物馆为主题的研究重点,基于此,我国图情档学科应以博物馆中丰富多样的文化信息资源为视角,开展涵盖档案馆、图书馆、博物馆的全种类、全范围的全文化信息数字资源整合。最后,本文围绕数字资源整合这一具有影响力的研究热点,探讨如何从图情档学科的角度出发,有效地涵盖博物馆,构建以图书馆、档案馆、博物馆三馆为主体的数字资源整合模式与机制,建...     

Learning from human cadaveric prosections: Examining anxiety in speech therapy students

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists.     

In/formal sex education: learning gay identity in cultural and educational contexts in Mexico

This paper addresses how educational and cultural contexts incorporate lessons around sexuality, particularly sexual and gender identity, and how these contexts impact on identity construction of gay men in Mexico City. We analyse the experiences of 15 gay men reported through semi-structured in-depth interviews and how they incorporate sexuality through socialisation with primary social institutions in Mexico's contemporary educational political context. The sample was divided into three generations, and was selected through maximum variability. Results show that men incorporate negative meanings around same-sex sexuality, and themselves from institutions such as school and family. Men are able to deconstruct these meanings through interactions with educational tools such as the Internet and interactions with gay friends. These results are discussed using post-structuralist perspectives to understand how identity is fluid and changing constantly, as well as the need to incorporate stigma-free curricular content in educational contexts.     

Qualitative Investigation of RtI Coaches Roles,Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project

ABSTRACT

Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches’ perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches’ preparation, ongoing support, and current practices, as well as directions for future research.     

Working memory updating as a predictor of academic attainment

There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children’s academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were administered to 97 fourth-grade children. The keeping track task involves retrieval and substitution of information, while the numerical updating task also includes a transformation component. Academic attainment was assessed through standardised tests of verbal comprehension, arithmetic operations, mathematical problems and an assessment made by the teacher. The relative contribution to academic attainment, of the updating measures and measures related to intelligence, was compared. Results showed that both updating tasks are predictive measures of academic attainment, although the numerical updating task appeared to be a more consistent predictor of children’s performance. The relationship between updating and academic attainment is discussed, and possible educational implications are considered. The role of the transformation component of WMU is highlighted. This component could make a distinct and independent contribution to performance and, by extension, could be particularly relevant to the prediction of academic achievement.     

Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development

The Urban Review - This study examines urban high school teachers’ perceptions (N?=?50) of their strengths and needs in supporting diverse students in their classrooms....     

Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo

Abstract

Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.     

Reducing unwarranted antibiotic use for pediatric acute otitis media: the influence of physicians' explanation and instruction on parent compliance with ‘watchful waiting’

‘Watchful waiting’ (WW) involves prescribing antibiotics but advising against use unless the illness fails to improve in a set time. For childhood ear infections, WW can reduce unnecessary antibiotic use, but parents do not necessarily comply with WW advice. This study examines how physician explanation and instruction is related to parental compliance. A national sample of parents (N?=?134) who received WW advice reported what they remembered physicians saying. These responses were coded for explanatory and instructional elements indicated by relevant clinical guidelines. Parents also reported whether they complied with the WW advice or administered the antibiotic immediately. Parental compliance was predicted by explanation of the nature of ear infections, instruction on monitoring, and instruction on managing pain. Few parents reported any explanation about antibiotics’ adverse effects. Findings suggest physicians can improve parent compliance with WW by improving the quality of the explanation and instruction they provide.