Educational supplementary bibliographic relationships from FRBR point of view: A Canadian Case Study

PurposeOne of the aims of library catalogs is to clearly represent the relationships existing between two or more bibliographic entities, enabling users to make sense of these relationships. Educational bibliographic relationships are the relationships between an educational work, such as a textbook, and its related works. The main interest of this study was to understand the nature of the supplementary work-to-work bibliographic relationships among educational works and the constitution of educational bibliographic families in the Canadian context using AMICUS (the Canadian national catalog). A thorough understanding of educational bibliographic relationships is required for understanding the Functional Requirements for Bibliographic Records (FRBR) supplementary relationships.Design/methodology/approachWe studied the extent and size of educational bibliographic relationships in the bibliographic universe found in the AMICUS catalog. This is an empirical investigation into the nature and extent of educational work-to-work bibliographic relationships by examining title of works, notes and added entries in bibliographic records. The study was carried out between September 1st 2010 and December 22nd 2010 and examines educational bibliographic relationships between Canadian 2009 publications in each class of the Dewey Decimal Classification (DDC). In other words, this study poses two main questions: What is the structure of educational supplementary bibliographic relationships in Canadian publications? Do significant differences exist across the ten DDC classes?FindingsResults show that 595 works of the 2009 bibliographic records in the AMICUS catalog contain an educational supplementary bibliographic relationship. Of the Canadian publications with an educational supplementary work-to-work bibliographic relationship that were studied, the rates of educational bibliographic relationships were relatively high in the fields of Science (27%), Technology (22%), Social Sciences (20%), and Language (19%). The results of this study suggest a set of guidelines for the establishment and maintenance of educational bibliographic relationships.Originality/valueThis is the first research to examine the educational bibliographic relationships, as supplementary relationships.     

Choix de partenaires et respect des règles

European Journal of Psychology of Education - Cette recherche se rapporte au domaine d’étude des conduites sociales des élèves de la sixième année et aux liens qui...     

Une introduction non classique aux algorithmes d'addition et de soustraction

The aim of our study was to analyze a didactical sequence for the teaching of addition and subtraction procedures and algorithms. In the conception of that sequence, we have taken into account diagnostic and repair models for procedural bugs in addition and subtraction algorithms, as well as learning and teaching methods for multi digit additions and subtractions. The didactical sequence included situations involving many of the characteristics associated with procedural bugs; however, when the children encountered those situations they had many conceptual tools to detect their mistakes and correct them, giving that way a meaning to the actions made in addition and subtraction procedures and algorithms. Our teaching activities were submitted to second grade school children (7–8 years old). The didactical interactions and the procedures used by children in problem solving activities were analyzed in order to get a better understanding of the interaction between numbers, numeration and operations knowledge which are involved in the construction of addition and subtraction procedures and algorithms and to relate children's knowledge acquisition to the didactical situations. This revised version was published online in July 2006 with corrections to the Cover Date.     

Mentoring as an Induction Tool in Special Education Administration

Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and psychosocial functions as theorized by Kram is explored and the perceived value of the functions to mentors and protégés in the career development of beginning special education administrators is identified. Evidence of coaching, a career function, and counseling, a psychosocial function, was found in all relationships studied and these two functions were ranked as most important to the career development of beginning special education administrators by both mentors and protégés. Recommendations include incorporating mentoring functions into mentor and protégé training to increase the positive effect of mentoring on the career development of beginning special education administrators.