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111.
ABSTRACTAligning with student engagement and promotional strategies, a Pop-Up Library project was initiated at the University of Birmingham. This involved setting up temporary, staffed stalls in different locations across campus in order to informally communicate with students and effectively take “the Library” to them. This article discusses the planning and implementation of the Pop-Up Library, including the rationale for the initiative. Details are given of the stalls themselves, the wide range of staff involved, the many locations trialed, the promotional materials used, and the ways in which the venture was advertised and subsequently evaluated. Results of a questionnaire used on the stalls are presented. Conclusions are drawn as to the effectiveness of the Pop-Up Library as a communication tool, with particular emphasis on breaking down barriers between students and library staff, and proactively raising students' awareness of the many ways Library Services can enhance their learning. 相似文献
112.
This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies. 相似文献
113.
Charles David Cooper 《Journal of Experimental Education》2013,81(4):268-273
The effect of the Programed Math Tutorial-programed tutoring in mathematics-on achievement of kindergarten and first grade children was investigated in three field studies. In one, 140 first-graders were tutored; in the second, 136 first-graders were tutored; in the third, 32 kindergarten children were tutored. After a full year of tutoring as a supplement to regular classroom instruction, achievement posttests were administered to these groups and to comparable groups of untutored children. Significant differences favoring the Programed Math Tutorial groups were found in all three field studies. 相似文献
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