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Robert F. Carey Lynne E. F. McKechnie Pamela J. McKenzie 《Library & information science research》2001,23(4)
The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context. 相似文献
33.
Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
34.
Debi Moon Pamela Moolenaar-Wirsiy 《Community College Journal of Research & Practice》2013,37(11):888-889
With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching strategies. Data were collected that proved the campaign worked. 相似文献
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Pamela L. Eddy 《Community College Journal of Research & Practice》2013,37(9-10):705-727
ABSTRACT Presidents are one of the most studied of administrative roles, yet little research occurs on understanding how these leaders construct their own leadership. Thus, the question guiding the research reported here concerned how community college presidents cognitively framed their leadership roles. This study involved the interviewing of 9 community college presidents. Findings uncovered 3 themes. The first theme identified how the presidents' underlying mental maps guided decision-making and leadership on campus. The second theme linked the basic cognitive orientation of the presidents with on-going situated cognition in their new work settings. Learning evolved based on environmental factors. The final category highlighted the dynamic and changing nature of the presidents' leadership role. The findings from the research reported underscore that college presidents are constantly learning and adjusting their conceptions of leadership. The foundation of this learning journey was each president's core schema and how the schema influenced the processing of new incoming information, ultimately impacting how the leaders made sense of it. While the college presidents were predisposed to a particular way of processing information and operating within an organization, they learned from their changing contexts. 相似文献
37.
Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2008,19(2):211-237
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills. 相似文献
38.
Reconceptualizing Validity for Classroom Assessment 总被引:2,自引:0,他引:2
Pamela A. Moss 《Educational Measurement》2003,22(4):13-25
This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed. 相似文献
39.
This article explores the complex interplay of power between performativity and creativity agendas—a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This ‘counterpoint’ of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a ‘rebalancing’ where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of ‘rebalancing pedagogy’ offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content‐focused programmes in and beyond schools. 相似文献
40.
Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing. 相似文献