中学后教育知识产业时代的大学领导与院校研究

产业是看待高等教育的新视角。高等教育产业经历了传统高等教育、大众化高等教育、中学后教育的发展阶段,正在向中学后教育知识产业阶段迈进。多样化、信息通讯革命、学术和院校质量、经济生产力、继续教育市场和全球化等挑战促成了中学后教育知识产业的发展,随之而来的是大学治理、大学领导方式的变革。院校战略规划强调实施,进而促进院校的改善,院校研究在战略规划中起着提供数据、咨询建议的作用。     

A Campus Partnership to Foster Compliance with Funder Mandates

Data from federally funded research must now be made publicly accessible and discoverable. Researchers must adhere to guidelines established by federal agencies, and universities must be prepared to demonstrate compliance with the federal mandate. At Utah State University, the Office of Research and Graduate Studies and the Merrill-Cazier Library partnered to facilitate data sharing and create an audit trail demonstrating compliance with the terms of each researcher's award. This systematic approach uses existing resources such as the grant management system, the institutional repository (IR), and the Library online catalog. This paper describes our process and the first eight months of implementation.     

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students’ search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students’ searching skills and ability to find higher levels of evidence after completing the library tutorials.     

From “Try It and See” to strategic exploration: Characterizing young children's scientific reasoning

This article explores ways of characterizing different dimensions and levels of scientific reasoning in early elementary school children, in the context of open explorations. The article focuses on children's performance on three probes which involve using evidence to generate and evaluate knowledge claims. A number of dimensions have been used to characterize children's approaches to exploration and knowledge construction, which demonstrate the interrelationship between conceptual knowledge and scientific reasoning. Children differed markedly across these dimensions, yet individual children were relatively consistent in their approach to the tasks. The major differences in performance are linked to fundamental distinctions in the way ideas are viewed in relation to evidence. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 94–118, 2004     

The role of educational context in beliefs about knowledge,information, and truth: an exploratory study

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.     

Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability

Response to Intervention (RtI) is being implemented as a new initiative in PK‐12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.