An Integrated Human Information Behavior Research Framework for Information Studies   总被引：1，自引：0，他引：1  

Diane H. Sonnenwald  Mirja Iivonen   《Library & information science research》1999,21(4):429

Human information behavior is emerging as an important component of information studies. As in many emerging research areas, one challenge is to identify important facets of human information behavior and understand how different methods can be best used to research these facets. This paper presents the framework of an approach to designing and synthesizing research studies in human information behavior. The framework emerges from previous research in human information behavior and incorporates Ranganathan's framework for knowledge organization. It proposes that research studies that investigate human information behavior should consider the following facets: personality, matter, energy, space, and time. Personality refers to actors, and in this framework includes participants and their social networks. Matter refers to the target of the action. It includes information and information resources, including services and technology that may provide access to information. Energy is the action itself, including the participants' tasks, processes, and goals. Space is the environment of the action, and includes physical space as well as organizational and sociopolitical contexts. Time is the nonspatial continuum in which actions and events occur; in the framework, time is considered an episode, interval, or eon. Facets that should be investigated and taken into account in a study help guide the selection of the research methods for the study. Furthermore, research results from multiple studies can be synthesized by understanding the relationships among the facets investigated in the different studies.  相似文献   

Stereotype threat in manual labor settings for African American and Caucasian participants     

Jennifer L. Flanagan  Raymond J. Green 《Performance Improvement Quarterly》2011,23(4):89-112

Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper‐level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks.  相似文献   

What is the ‘post’ in postgenomics?     

Sara Green 《Metascience》2016,25(1):83-86

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Reviews     

Nancy Green  Patricia Hough  Sandra J. Jackanicz  Geoff Bookbinder 《Literacy》1980,14(1):37-39

Moyle, Donald (compiler) (1979) Teaching Reading. Peddie, W. S. & White, G. R. (1978). Testing in Practice–a guide to the preparation and marking of tests, formal examinations and informal assessments. Drummond, Don and Wignell, Edna (Editors), 1979. Reading: A Source Book. Roswell, Florence G. and Chall Jeanne S., (1979). Roswell Chall Diagnostic Reading Test of Word Analysis Skills.  相似文献   

Teacher‐Pupil Relationships in Adult Literacy Tuition     

Diane Braund 《British Journal of Sociology of Education》1985,6(2):185-207

This paper attempts to trace the dynamic processes involved in the establishment and maintenance of teacher‐pupil relationships and to explore some of the frameworks to be found at the level of face‐to‐face interaction. The article draws upon a qualitative study of one‐to‐one adult literacy tuition (Braund, 1981), which utilises the perspectives, experiences and definitions of grass‐roots participants to provide illumination and insight into an essentially ‘closed’ world. To these everyday interpretations, concepts from social phenomenology and symbolic interactionism are applied. The study reveals the stage by stage evolution of tutor‐student relationships during which individual interpretations and definitions of the situation are combined through negotiation to form a tailor‐made working concensus within each dyad. It goes on to show how the seeds of change contained within each relationship cause it to be in a state of constant evolution leading ultimately to its metamorphosis or termination. This emerging pattern, or relationship ‘career’, provides a framework to an apparently unstructured situation and it is the analysis of this process which forms the basis of the paper.  相似文献   

A comparison of Dabrowski's overexcitabilities by gender for American and Korean high school gifted students     

Jane Piirto  Diane Montgomery  James May 《High Ability Studies》2008,19(2):141-153

The differences between US (Ohio) gifted and talented high school students and South Korean gifted and talented high school students on the Overexcitabilities Questionnaire II (OEQ II) were investigated. The OEQ II was administered to 227 Ohio identified gifted and talented high school students (M = 88, F = 139) and to 341 high school students from four specialized high schools (one for science, one for foreign language, and two for the arts) in Seoul, Korea (M = 117; F = 224). Multiple analysis of variance by gender and country revealed that Korean males and females scored higher in psychomotor OE and that US males and females scored higher in imaginational OE. No differences were found in intellectual OE, emotional OE, or sensual OE.  相似文献   

Changing Places     

Howard Green 《Cambridge Journal of Education》1994,24(2):165-173

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Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes   总被引：1，自引：0，他引：1  

Laura L. Paglis  Stephen G. Green  Talya N. Bauer 《Research in higher education》2006,47(4):451-476

This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career.  相似文献   

Individual differences in negative group work experiences in collaborative student learning   总被引：2，自引：0，他引：2  

Regina Pauli  Changiz Mohiyeddini  Diane Bray  Fran Michie  Becky Street 《教育心理学》2008,28(1):47-58

This paper reports the development of the Negative Group Work Experiences questionnaire (NGWE), an assessment tool for measuring negative experiences of group work. Study 1 involved two samples of undergraduate psychology students (second‐year sample n = 425; first‐year sample n = 443), who completed research modules incorporating substantial elements of assessed group work. Participants completed a 39‐item inventory designed to measure their negative experiences of group work as part of their general module evaluation. Exploratory and confirmatory factor analysis of the second‐year sample indicated four interpretable and reliable factors: lack of group commitment, group fractionation, task disorganisation, and storming. Confirmatory factor analysis of the first‐year data set confirmed and cross‐validated the factor structure of the second‐year sample. Study 2 (n > 254) confirmed the criterion validity of the NGWE. The NGWE is proposed as a useful tool for evaluating group processes, especially in large group teaching which involves collaborative group work.  相似文献   

People Graphs in Primary School     

Diane Sales 《Teaching Statistics》2008,30(3):71-74

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