Incorporating Library School Interns on Academic Library Subject Teams     

Aloha R. Sargent Bernd W. Becker  Susan Klingberg 《The Journal of Academic Librarianship》2011,37(1):28-33

This case study analyzes the use of library school interns on subject-based teams for the social sciences, humanities, and sciences in the San José State University Library. Interns worked closely with team librarians on reference, collection development/management, and instruction activities. In a structured focus group, interns reported that the internship enhanced their professional and career development, but they desired greater feedback and mentoring than they received. The library gained staff for its large instruction program and successfully recruited talented former interns for professional openings. This analysis will help other libraries and library science schools to improve their internships and field experiences.  相似文献   

Suicidal Behavior and Help Seeking Among Diverse College Students          下载免费PDF全文

Chris Brownson  Martin Swanbrow Becker  Richard Shadick  Shanna S. Jaggars  Yael Nitkin‐Kaner 《Journal of College Counseling》2014,17(2):116-130

Suicidal and help‐seeking behaviors of students of color remain a significant problem on college campuses. Self‐reported suicidal experiences and help‐seeking behavior of diverse students are examined on the basis of results from a national survey of college student mental health. The results suggest significant differences in the expression of suicidal thoughts and behavior across racial and ethnic groups and different experiences in their referral for, and utilization of, professional help.  相似文献   

Book Review     

Jerry P. Becker 《Educational Studies in Mathematics》1986,17(1):89-96

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A timeline of the racialist movement in the United States: A teaching tool     

Paul J. Becker  Arthur J. Jipson  Rebecca Katz 《Journal of Criminal Justice Education》2013,24(2):427-453

Since the 1995 bombing of the Alfred R. Murrah Federal Building in Oklahoma City, academics and the general public have shown increased interest in white racial extremist and other right-wing radical groups. The interest in understanding any form of extreme intolerance requires locating the historical development of the ideas, beliefs, and actions espoused through the legislation of miscegenation in our nation's history and by extremist organizations. A chronology, used as a teaching tool, reviews the unique strands of extreme beliefs and actions and connects these understandings to the growth of racialist and extremist ideologies in the United States. This timeline provides a tool for instructors and other interested individuals in gaining an understanding of such groups by locating key developments within the laws as well as within the white racial extremist movement. Thus this chronology focuses on legislative acts and Supreme Court decisions that mirror our nation's early white racialist history. Additionally, this timeline also provides information about other social movement forces that may have affected the white racial extremist movement.  相似文献   

Course withdrawals: A probit model and policy recommendations     

John L. Adams  Dr. William E. Becker 《Research in higher education》1990,31(6):519-538

Withdrawals from college courses prior to the assignment of grades, but after the add-drop period, are analyzed. In a probit model student withdrawals appear to occur randomly with notable exceptions. The more experience a student has in college, the more likely it is that he or she will withdraw from any given course. Students who have withdrawn from courses in the past tend to withdraw again. Student motivation measures are related to the withdrawal decision. Physical and mental disabilities affect withdrawals only in certain courses while athletes are no more likely to withdraw from courses than nonathletes. Finally, there appear to be economies of scale in teaching: The more students an instructor teaches in other courses, the less likely it is that students will withdraw from the course under consideration. The number of students enrolled in the course, however, is not significantly related to withdrawals.  相似文献   

Effects of exposure to an aggressive model and "frustration" on children's aggressive behavior     

D Z Kuhn  C H Madsen  W C Becker 《Child development》1967,38(3):739-745

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Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(1):1-20

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.

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Assessing personnel practices in higher education: A misleading note of caution     

William E. Becker 《Economics of Education Review》1988,7(4)

Williams and I provided a model of the ideal or random flow of people from a pre-selection pool of applicants to a post-selection work force. Dometrius and Sigelman claim that our test of the ideal versus actual work force composition lacks statistical power. They also claim that our assumption of random terminations is unreasonable. I show that their two claims are wrong, because they did not use relative measures of female representation in the work force, and because they base their modification of our model on unsupported supposition.  相似文献   

An Empirical Investigation of Thurstone and IRT Methods of Scaling Achievement Tests     

Douglas F. Becker  Robert A. Forsyth 《Journal of Educational Measurement》1992,29(4):341-354

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Trends in copyright     

Gary H. Becker 《TechTrends》1993,38(4):12-13

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