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Rachel Ivy Clarke 《Library & information science research》2018,40(3-4):255-261
“How we done it good” publications—a genre concerning project-based approaches that describe how (and sometimes why) something was done—are often rebuked in the library research community for lacking traditional scientific validity, reliability, and generalizability. While scientific methodologies may be a common approach to research and inquiry, they are not the only methodological paradigms. This research posits that the how we done it good paradigm in librarianship reflects a valid and legitimate approach to research. By drawing on the concept of research through design, this study shows how these how we done it good projects reflect design methodologies which draw rigor from process, invention, relevance, and extensibility rather than replicability, generalizability, and predictability. Although these projects implicitly reflect research through design, the methodology is not yet explicitly harnessed in librarianship. More support for these types of projects can be achieved by making the legitimate design framework more explicit and increasing support from publication venues. 相似文献
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Betsy Appleton Justin Clarke Laurie Kaplan Dani Roach Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203
This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections. 相似文献
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Malcolm Thorburn 《课程研究杂志》2017,49(5):722-741
Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils’ broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations. 相似文献
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Malcolm Crick 《Distance Education》1980,1(2):127-141
This article argues for the development of group intervention techniques to improve the efficacy of course teams in the preparation of distance education materials. A review of recent commentaries on course teams is presented along with an initial selection and discussion of course team issues. These are presented in the refreshingly frank domestic context of actual interactions. The irritations generated by these will be familiar to practitioners. The author concludes with a series of recommendations to enrich the quality of course team life and output. It is hoped that this provocative analysis of the course team method of producing distance education materials will generate a lively response. 相似文献
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John Clarke 《Research in Science Education》1988,18(1):83-94
Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing
the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their
own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate,
some teachers can do this better than others.
A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue.
The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of
weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material
to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various
models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning. 相似文献
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R. Clarke Fowler 《Journal of Early Childhood Teacher Education》2017,38(2):150-163
This study explores the relationship between grade-level overlap between elementary education (ELED) and early childhood education (ECED) licenses and ECED teacher output. Analysis of Title 2 data indicates that ECED/ELED overlap is extensive, as evidenced by the number of states with grade-level overlaps of 5 (n = 2), 4 (n = 24), 3 (n = 10), and 2 years (n = 7). In the 47 states with both types of credentials, ELED licensees may teach preschool in two states, kindergarten in 30, first grade in 41, second grade in 42, and third grade in 43. The percentage of ECED (relative to ELED) teacher licensure program completers is low in states where elementary licenses begin in preschool (5%), kindergarten (14%), and Grade 1 (23%), but higher in states where elementary licenses begin in Grades 2 (45%), 3 (44%), and 4 (70%). 相似文献