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Tertiary Education and Management - This article reviews the literature on the experiences of working-class students at different stages of the student life cycle. It examines the factors... 相似文献
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Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. 相似文献
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This article presents results from a survey designed to assess the relevance of library and information science (LIS) expertise—here defined as those topics typically, but not exclusively, taught in LIS programs—for museum professionals. The topics covered in this article are information representation, information organization and access, information management, computer technologies, digitization technologies, interactive technologies, information policy, evaluation methods, and collaboration initiatives. An online survey assessed the degree to which museum professionals possess skills in these topics, perform work in these topics, and consider these topics important for future study. The article examines the relative value of each topic for museum professionals and discusses the importance of strengthening relationships between LIS and museum studies by better understanding the relevance of LIS expertise in museums. 相似文献
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Whilst great emphasis has rightly been placed on the increased availability and use of health information, little research has been undertaken into the non use of such material, particularly with regard to electronic sources. Computer transactional log data from health information touch screen kiosks, collected as part of an ongoing Department of Health-funded study being carried out by City University, showed that females in the 55-74 age group were particularly under-represented as users. To explore reasons for this, in-depth interviews were carried out with 13 non-kiosk-using, primary-care out-patients fitting this profile, at a surgery which had a kiosk that was being monitored. Subjects were interviewed at length about their information needs and information-seeking behaviour, to determine reasons (if any) they might have had for non-kiosk use. The study utilized an interview schedule and technique loosely based on the 'Sense-Making' methodology of Brenda Dervin (Talk Presented at the International Communication Association Annual Meeting, May 1983, Dallas, Texas, USA. Available from: http://communicationsbsohio-stateedu/sense-making/art/artdervin83html.). Findings elicited many factors accounting for non use of the system. The first and major source of information remained the doctor, with written or other sources only being consulted where recommended or provided. There was evidence that patients wanted little more than the minimum information or instructions required to deal with their condition. Many appeared unaware of the presence of the kiosk and others assumed either that it was not for patient use or that it would not serve their needs. The methodology proved itself, with certain caveats, to be an appropriate vehicle for this kind of exploratory work. 相似文献