Beyond the Classroom: Fostering Soft Skills in Pre-Professional LIS Organizations     

Emma J. Cobb  Jennifer Meixelsperger  Kadie K. Seitz 《图书馆管理杂志》2015,55(2):114-120

Are LIS graduates being adequately prepared to work in the information workplace? While students are absorbing valuable knowledge, library school curricula do not foster the essential soft skills students need to thrive in their post-graduate careers. However by being an active member of a graduate student organization, future LIS professionals can gain and hone effective soft skills, such as communication, initiative, curiosity, understanding, and the means to deal with mistakes, while adopting responsibilities that will all ultimately translate to success in the professional workplace, particularly in their first positions following graduation.  相似文献   

Starting the data conversation: informing data services at an academic health sciences library     

Kevin B. Read  Alisa Surkis  Catherine Larson  Aileen McCrillis  Alice Graff  Joey Nicholson  Juanchan Xu 《Journal of the Medical Library Association》2015,103(3):131-135

Objective

The research obtained information to plan data-related products and services.

Methods

Biomedical researchers in an academic medical center were selected using purposive sampling and interviewed using open-ended questions based on a literature review. Interviews were conducted until saturation was achieved.

Results

Interview responses informed library planners about researchers’ key data issues.

Conclusions

This approach proved valuable for planning data management products and services and raising library visibility among clients in the research data realm.  相似文献   

The architectures of childhood: children,modern architecture and reconstruction in postwar England     

Catherine Burke 《History of education》2015,44(3):393-395

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A classroom at home: children and the lived world of MOOCs     

Yin Yin  Catherine Adams  Erika Goble  Luis Francisco Vargas Madriz 《Educational Media International》2015,52(2):88-99

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Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education     

Colette Murphy  Kathryn Scantlebury  Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.  相似文献   

Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education     

Geiger  Vince  Delzoppo  Catherine  Straesser  Rudolf 《Educational Studies in Mathematics》2022,111(3):543-565

Educational Studies in Mathematics - In this article, we document the support provided by highly recognised journals in Mathematics Education in response to the challenges faced by English...  相似文献   

Perceived parental monitoring and school motivation during adolescence: a bidirectional model     

Cimon-Paquet  Catherine  Gaudet  Olivier  Verner-Filion  Jérémie  Véronneau  Marie-Hélène 《European Journal of Psychology of Education - EJPE》2023,38(2):819-839

European Journal of Psychology of Education - School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation...  相似文献   

The teaching of elements of the social sciences at the pre-university level report of an international expert meeting held at Hamburg January, 1961     

D. J. Cobb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(1):108-111

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Loneliness     

Catherine Bryant Roiules 《The Educational forum》2013,77(3)

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Cases,hypermedia and computer networks: three curricular innovations for teacher education     

Catherine A. Lacey  Katherine K. Merseth 《课程研究杂志》2013,45(6):543-551

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