Coming Back from Disaster: Progress to Date and Next Steps at Elliot Lake Public Library     

Adam Stewart 《Public Library Quarterly》2017,36(3):228-243

In this article, I do two things. First, I describe and evaluate progress that has been made to date on implementing five recommendations made by the author to the leadership of Elliot Lake Public Library in 2014, intended to assist in disaster recovery efforts following the destruction of the library in an anthropogenic disaster in 2012. Second, I provide three revised recommendations, this time intended to assist library leadership address some continuing challenges that are preventing the complete recovery of the library, and ultimately, negatively impacting the effectiveness of the library within the community.  相似文献   

University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?     

Cherry Stewart  Brenda Wolodko 《Mind, Brain, and Education》2016,10(4):247-255

This article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.  相似文献   

Social Engineering in the Information Age     

Alistair S. Duff 《The Information Society》2005,21(1):67-71

This article explores the relevance of social engineering for the postindustrial epoch. The concept of social engineering has been dormant in recent years, stained by the behavior of police states in the 20th century. Yet stripped of its excesses, social engineering still represents a defensible moral and political enterprise. What is needed for the 21st century, however, is a chastened, deontological theory of social engineering, one that accepts the inviolability of the person while still pursuing ambitious long-term teleological strategies through state action. For its content, progressive information society policy should revisit the ethical norms developed by the left-liberal tradition, as articulated by the late John Rawls and others. The article concludes that the information age offers a new opportunity to engineer a just social order, or, at any rate, that the policymaking community needs to reevaluate the idea of social engineering.  相似文献   

如果我们一生只能拥有10样东西?     

Martha Stewart 《海外英语》2007,(9):27

My 10 choices, in no particular order: 1. Every man's library. If I can't have much, at least this will keep me busy. This collection has all the classics, as well as works by contemporary authors such as Joan Didion and Margaret Atwood.  相似文献   

Guidance and counselling in British schools: Some observations     

Lawrence H. Stewart  Patrick Hughes  Raymond Jackson 《International journal for the advancement of counseling》1980,3(1):35-42

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Measuring styles of learning and motivation     

Noel Entwistle  Béla Kozéki  Alistair Pollitt 《European Journal of Psychology of Education - EJPE》1987,2(2):183-203

The theoretical basis, the development and the use of an inventory designed to measure styles of learning and motivation are described. On the basis of previous research, items within the inventory were located on 20 sub-scales. The ten motivation sub-scales were derived from a theory of school motivation which was based on extensive interview and inventory work carried out in Hungary with children, their parents and teachers. The ten scales describing styles of learning were derived from concepts describing learning approaches and styles which emerged from interviews and experimental research with students in British and Swedish higher education. Versions were prepared in both English and Hungarian and given to samples of 614 British and 579 Hungarian pupils aged between 13 and 17 years. A remarkably similar factor structure was obtained in each sample. An analysis of mean scores indicated distinctive differences both between boys and girls, and between British and Hungarian pupils. Cluster analysis was used to investigate the possible existence of styles which combined both approaches to learning and aspects of school motivation. The potentiality of the inventory for use in conjunction with study skills courses is discussed.  相似文献   

Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?     

Stewart J. H. McCann  Robert H. Short  Leonard L. Stewin 《Instructional Science》1986,15(1):131-164

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.  相似文献   

Achieving the educational standards we need     

Donald M. Stewart 《Assessment Update》1992,4(1):1-7

This article is based on remarks presented by Donald M. Stewart at the Open Forum on National Standards held at the Second National Conference on School/College Collaboration, cosponsored by the American Association for Higher Education and the College Board in Atlanta, Georgia, on July 26, 1991.  相似文献   

Application of ICT and rubrics to the assessment process where professional judgement is involved: the features of an e‐marking tool     

Alistair Campbell 《Assessment & Evaluation in Higher Education》2005,30(5):529-537

This paper describes a new ICT assessment tool that reduces multi‐handling of marks, comments and scores specifically where professional judgement is involved. Whereas previous ICT applications in most fields of education have focused on student learning, this tool focuses on the lecturer task of the assessment process. Unlike many ICT based assessment tools, it enables the assessor to make and record professional judgements. This tool moves the marking/recording sheet off the desk and onto the desktop (computer screen). The aim in using the tool is to reduce the unproductive busy work of marking such as adding up of marks, recording, and spell checking of comments by hand, also it allow for many different views of the information, and to increase the time spent on feedback, reflection and moderation. The tool combines features of the word processor, spreadsheet and database applications, and paper‐based marking. These features are described and discussed as working examples are presented. The paper also describes other features or possible uses of the tool, including the development and refinement of rubric‐based scales; the recording of feedback by markers about the quality of the marking key during and after marking; the ability to compare one’s marks with those of the coordinator electronically; the evaluating and analysing of results; and the printing out of many different views of the data.  相似文献   

Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome     

Kenneth M. Coll  Roger A. Stewart 《Journal of College Counseling》2002,5(2):135-141

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.  相似文献