Professional Development for School Library Media Professionals: Elements for Success     

Carol A Brown  Lana Kaye Dotson  Elaine Yontz 《TechTrends》2011,55(4):56-62

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.  相似文献   

A Critical Challenge: The Engagement and Assessment of Contingent,Part-Time Adjunct Faculty Professors in United States Community Colleges     

Michael R. Jolley  Emily Cross  Miles Bryant 《Community College Journal of Research & Practice》2014,38(2-3):218-230

In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012 National Center for Education Statistics . ( 2012 ). IPEDS, Digest of education statistics, Winter 2011–12, human resources component, fall staff section: Table 286 [data file]. Retrieved from http://nces.ed.gov/programs/digest/d12/tables/dt12_286.asp  [Google Scholar]). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff—faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013 American Association of University Professors (AAUP) . ( 2013 ). Background facts on contingent faculty. Retrieved from http://www.aaup.org/issues/contingency/background-facts  [Google Scholar]; Schuster & Finklestein, 2006 Schuster , J. H. , & Finklestein , M. J. ( 2006 ). The American faculty: The restructuring of academic work and careers . Baltimore , MD : The Johns Hopkins University Press . [Google Scholar]). However, limited research exists on the working experiences of this major subpopulation of United States professors.

The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures.  相似文献   

Use and Perceptions of E-books by Academic Staff in Further Education     

Elaine Mulholland  Jessica Bates 《The Journal of Academic Librarianship》2014,40(5):492-499

This article reports on a study of the awareness, perceptions and use of e-books by academic staff in Further Education (FE) colleges throughout Northern Ireland (NI). It is the first comprehensive study of e-book use by FE faculty in NI and fills a significant gap in the research literature on e-books in education, which has tended to focus on Higher Education and the university setting. Data was collected through an online survey which was distributed to FE faculty across NI. The findings show that although FE academic staff are receptive to e-books and welcome them as a resource, poor reading experience and lack of awareness of relevant titles have had an impact. In particular, the research found that 40% of academic staff, in post less than five years, had not used e-books. Greater availability of titles, promotion, and better integration within teaching and learning emerge as key requisites for effective service delivery and enhancement of e-books within FE, as does the need for better targeted instruction and training aimed at academic staff. Understanding patrons' views, awareness, needs, habits and expectations in relation to e-books is crucial to help direct collection content while budgets remain tight and physical space limited.  相似文献   

Egon Guba: My views on evaluation after reading The New Rhetoric     

Elaine Lindheim 《Studies in Educational Evaluation》1979,5(2):137-138

  相似文献   

Bookselling research: An overview of the past and priorities for the future     

Carol Miles 《Publishing Research Quarterly》1994,10(3):51-59

In 1988, the American Booksellers Association mandated the creation of an in-house research department. This article reviews the ABA’s research agenda, its progress to date, its relationship to research conducted by other publishing organizations, and its future priorities. Carol Miles became director of research for the American Booksellers Association in 1988, after twenty years of research in the academic, nonprofit, not-for-profit, and private sectors.  相似文献   

Using journals with third year classes     

Elaine Millard 《English in Education》1983,17(2):34-40

Sorry about the writing—I was in a rush to let you know love Rosie
Third year groups (pupils of 13–14) have always presented me with the most difficult problems of management in the mixed-ability classroom. Each year as August ends, I convince myself of the need to radically rethink this area of the curriculum. Each September, as the term swings into full action, I find my intentions swept away by what appear to be the more pressing requirements of other groups. Third years appear to occupy an educational no-man's land in the middle reaches of secondary schooling. Old enough to have lost the spontaneity and enthusiasm that makes the junior forms so rewarding, they have yet to complete the metamorphosis which makes fourth years co-operative and self-motivating. Third years have frequently been the irritant in an otherwise pleasant, smooth running day.  相似文献   

Editorial     

Sue Dymoke  Elaine Millard 《English in Education》2009,43(3):187-189

  相似文献   

Brent's Transcendental Arguments for the Forms of Knowledge     

James D. Marshall  Michael Peters  Miles Shepheard 《Journal of Philosophy of Education》1981,15(2):267-277

  相似文献   

Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children     

Miles SB  Stipek D 《Child development》2006,77(1):103-117

This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.  相似文献   

Students with autism in regular classes: a long-term follow-up study of a satellite class transition model     

Elaine Keane  Fiona Jane Aldridge  Trevor Clark 《International Journal of Inclusive Education》2013,17(10):1001-1017

Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previous research has indicated that this is not always the case. Indeed, it seems that students with ASDs are often not equipped to cope with the social and communication demands of a mainstream classroom. Autism Spectrum Australia's (Aspect) satellite class programme aims to address this gap by blending specialised intervention with strategies to prepare students and receiving schools for transition to more inclusive educational placements. A long-term follow-up study comprising a parent survey of satellite class graduates and four detailed case studies was undertaken to determine whether these classes led to successful placement of students with ASD in more inclusive educational settings. Results indicated that a majority of graduates remained placed in more inclusive educational settings. Overall, parents were satisfied with the programme. Attendance at a satellite class was just one of a number of factors associated with positive outcomes in late adolescence. These findings are discussed in terms of their implications for teachers and school staff planning for and supporting students with ASDs in their transition to inclusive educational settings.  相似文献