The Special Collections Research Center at Johns Hopkins University received a Council on Library and Information Resources Hidden Collections grant from March 2013 to March 2014 for processing the archives of the Roland Park Company. The grant included partnerships between the Archives and Technical Services to create a Best Practices for EAC-CPF records, as well as a local high school history class to complete the required research. Rather than simplify International Standard Archival Authority Record For Corporate Bodies, Persons and Families and EAC-CPF for the students, project staff distilled them into discrete, easy-to-understand tasks that allowed for the production of controlled data in a high school environment. 相似文献
Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice. 相似文献
Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to foster such skills. This paper presents evidence on the importance of social and emotional skills; on how policy makers and schools are currently enhancing and monitoring such skills; and, on the existing gaps between knowledge, expectations and practices to mobilise these skills. The paper concludes by pointing ways in which education stakeholders can do more to better develop and mobilise the skills that drive individual's well-being and social progress. The paper draws on findings and frameworks that are being published in a full OECD report entitled ‘Skills for Social Progress: the Power of Social and Emotional Skills’ in the first half of 2015. 相似文献
This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis. 相似文献
This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research. 相似文献
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献
Purpose: This paper reflects upon the practice of Argentine rural extensionists working in the extension public system through the process of identifying different rural extensionists' types of mindsets and comparing them with transfer of technology extension approach, dialogical processes of horizontal knowledge exchange, participatory perspectives and innovation system approach.
Design/Methodology/approach: A quali-quantitative investigation was conducted. Surveys containing closed and open questions were sent via email to rural extensionists. This allowed the researcher to identify their beliefs about different issues connected to extension practice. The sample was incidental (n = 219; 143 men, 76 women). Qualitative data was categorized and quantified. Finally, a two-steps cluster analysis was implemented.
Findings: Two types of rural extensionists' mindsets were identified, one of which relates to the transfer of technology approach and other to the dialogical/horizontal model, yet neither of them fitting the ideal of the most important extension institution of the country, which supports an innovation system approach.
Practical implications: Extensionists' practices and institutional ideals do not coincide. Reflexive training processes are required to make beliefs about rural extension explicit in order to build a contextually suitable extension proposal. Originality/Value: Through a quali-quantitative approach to the issue of rural extensionists' mindsets, this paper contributes to a better understanding of Argentine rural extensionists' practices. 相似文献