情报社会-概念的起源与发展     

苏曾·克劳福德  刘超英 《大学图书馆学报》1986,(2):54-58

<正> 在四分之一多世纪里,留下了无数可供后人借鉴的经验,其中有许多是由于某一个人的努力而取得的.今天我择其中一小小的片断作为这次演讲的重点.作为《医学图书馆协会通报》的编辑,以及在此以前其它几份出版物的编辑,我有幸和许多作家在一起工作.我看到过各种思想的起源,看到过某个作家愿意去看的事物以及他是怎样去看待这一事物的.因  相似文献   

Complexity levels, habituation, and individual differences in early infancy     

D J Greenberg  W J O'Donnell  D Crawford 《Child development》1973,44(3):469-474

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Writing performance assessments: how important is extended time?     

Crawford L  Helwig R  Tindal G 《Journal of learning disabilities》2004,37(2):132-142

Students in Grades 5 and 8 completed a 30-minute writing performance assessment and a writing performance assessment completed over 3 days. Assessments were evaluated on four traits (ideas, organization, conventions, and sentence fluency). A significant interaction was found at Grade 5 between length of time allotted for the assessment and students' educational classification (general or special education). Grade 5 students performed significantly better on the 3-day writing assessment, with students in special education benefiting the most. At Grade 8, there were no differences between scores on the 30-minute and the 3-day assessments. No significant differences were found in students' writing performance across various types of discourse (narrative, imaginative, persuasive, and expository); significant differences were reported across certain writing traits. We shared three hypotheses for reported differences: (a) students' proficiency with the writing process, (b) scoring scale bias, and (c) differences in the revision behaviors of developing and mature writers. Educational implications related to statewide test programs are discussed.  相似文献   

Emerging local schooling landscapes: the role of the local authority     

Tim Simkins  John Coldron  Megan Crawford  Steve Jones 《School Leadership & Management》2015,35(1):1-16

The school system in England is undergoing rapid change, with the government creating more than 4000 ‘independent publicly funded schools’, known as academies, since 2010. The potential for fragmentation is considerable with diversity of governance emerging as a key feature of the new schooling landscape. Consequently, a major and widely recognised issue to which these reforms give rise concerns the future of the ‘middle tier’ –that layer between individual schools or groups of schools and central government. There are competing visions of how a future middle tier might evolve: one focuses entirely on a middle tier of individual schools and chains as a ‘self-improving system’; others conceive a continuing but revised role for the local authority (LA). The aim of this paper is to begin to explore the latter position, and in particular the potential role of the LA as a ‘broker’ of new patterns of school organisation. Drawing on interview data from three very different LA areas, the findings show that LAs differ in how they conceive their role and, consequently, on the strategies that they pursue.  相似文献   

Situated assessment: Limitations and promise     

Melinda Kreth  Mary Ann Crawford  Marcy Taylor  Elizabeth Brockman 《Assessing Writing》2010,15(1):40-59

We present some key findings of a four-year, two-phase writing assessment project at Central Michigan University: Phase One (2002), a survey of faculty members (n = 115) and subsequent focus groups (n = 14) and Phase Two (2005), an evaluation of two samples of student writing (n = 635 and 632). Major findings of Phase One reported here include the amounts and types of writing assigned by faculty members and their perceptions about the quality of their students’ writing. Phase Two revealed some surprising results about our students’ critical reading and writing abilities, confirmed the limitations of a timed-writing assessment methodology, and exposed an intriguing artifact of the data set. We reflect on the process of developing and conducting the assessment project, examine its strengths and weaknesses, and share our thoughts about the next phase of our assessment odyssey.  相似文献   

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students     

Emily R. Crawford  Danielle Walker  Fernando Valle 《Equity & Excellence in Education》2018,51(1):62-77

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.  相似文献   

Student's interaction with computer representations: Analysis of discourse in laboratory groups     

Gregory J. Kelly  Teresa Crawford 《科学教学研究杂志》1996,33(7):693-707

Language use in student laboratory groups makes apparent students' conceptions in science, their interpretation of the activity or task, and the negotiation of the roles of the members. This article reports on a methodological approach to analyze student discourse systematically. Four Grade 12 lab groups working on microcomputer-based laboratories (MBL) are the focus of the study. The MBL experiences were used to help students link oscillatory motion to graphical representations. Study of student discourse reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Developing a better understanding of the role of the computer in student conversations suggests ways to fruitfully construct contexts for learning physics. © 1996 John Wiley & Sons, Inc.  相似文献