Use of Dewey Decimal Classification by Academic Libraries in the United States     

Brady Lund  Daniel Agbaji 《Cataloging & classification quarterly》2013,51(7):653-661

Abstract

Nearly 25 years have elapsed since the last comprehensive measure of the percentage of academic libraries that employ the Dewey and Library of Congress systems of classification. To provide updated statistics, the researchers surveyed all 3793 academic libraries via their online catalogs. The findings indicate that the use of Dewey has declined over the past four decades. Teachers’ Colleges and Community Colleges in particular have higher rates of Dewey use than large research or professional universities. This information may help support academic library reclassification decisions.  相似文献   

The assessment of severely intellectually disabled students     

Joakim Isaksson  Rafael Lindqvist  Erik Bergström 《欧洲特需教育杂志》2013,28(1):75-91

In 1995 it became mandatory to establish individual educational plans (IEPs) for children with special educational needs in the Swedish compulsory school. On the basis of the pupils' needs, such a plan should contain information about the pupils' school situation and performance, the class, teaching etc. The aim of this article was to study how special educational needs are defined and described and what support measures the school is suggesting, using IEPs from a sample of Swedish compulsory schools. Our study is based on an analysis of IEPs for pupils with special educational needs in the nine‐year compulsory school in a municipality in northern Sweden. A strategic selection of three compulsory schools was made and we restricted the study to grades 3, 6 and 9. The method used to analyse the IEPs was content analysis. Using different theories within the field of special education and disability studies, we have tried to discern to what extent the problems described, and the proposed measures (intervention), are related to predetermined theoretical models of disability and special needs education. Our analysis indicates that difficulties are predominantly attributed to the pupils' shortcomings and individual characteristics, and the same holds for the recommended measures. Another interesting finding is that a number of the plans were established without involving the parents, and many of them did not even know that their child had an IEP. Finally, we discuss our findings in relation to different research traditions within the field of special education.  相似文献   

The Psychological Basis for the Identification of Physical Environmental Parameters in the Development of Early Cognitive Competence1,2     

Stein Erik Ulvund 《Scandinavian Journal of Educational Research》2013,57(3):125-140

Abstract:Ulvund, S. E. 1981. The Psychological Basis for the Identification of Physical Environmental Parameters in the Development of Early Cognitive Competence. Scandinavian Journal of Educational Research 25,125‐140. A theoretical analysis focussing on the identification of physical environmental parameters in the development of early cognitive competence is presented. Referring to cognitive competence as a collective term of cognitive behavior as considered by Piaget (1952) and Hunt (1965), a theoretical frame of reference based on Brunswik's (1955) unit and Wohlwill's (1973) conceptions of the environment as a source of stimulation versus the environment as a context for behavior, is discussed. It is further suggested that different variants of the optimal stimulation hypothesis, combined with a transactional model of development (Sameroff, 1975a), form a highly relevant psychological basis for the identification of physical environmental parameters. Some implications for coming research are suggested.  相似文献   

Reconciliation—a rhetorical concept/ion     

Erik Doxtader 《Quarterly Journal of Speech》2013,99(4):267-292

What is reconciliation? A source of historical puzzlement and contemporary controversy over how to make history, this question asks after those words which constitute a beginning (again), that moment in which endless cycles of conflict give way to the hope for “unity in difference.” Concerned with the dynamics of its operation, the present essay contends that reconciliation is a rhetorical concept, a performance and norm of rhetorical practice that transcends violence less than it turns its historical justification toward mutual oppositions that call for(th) the character (ethos) of understanding. A challenge to both the logic and politics of identity, an opposing and relating of that which is held to be exclusive, reconciliation is thus difficult to define. From a reading of the concept's history, I investigate this definitional puzzle through consideration of how the substance of reconciliation appears within its potential, the capacity to open a time for expression, invent the grounds for speech-action, and abide in the risks that attend the power to name. To make new in relation, reconciliation's promise demands significant faith in the works of words.  相似文献   

Letty M. Russell: A Feminist Liberation Approach to Educating for Justice     

Judith Ann Brady O.P. 《Religious education (Chicago, Ill.)》2013,108(2):179-195

This article examines the Rev. Dr. Letty M. Russell's feminist liberation approach to educating for justice by reviewing the major themes in her writings. Educating for justice was rooted in Russell's life and ministry, namely, a sense of God's mission to reconcile and mend the world; partnership as sharing in God's mission to effect justice; and hospitality as a means of welcoming all to the table of fellowship and of life. Russell used an action/reflection model that is based in experience, draws on Scripture and theology, and works toward transformation. Her experience of being marginalized—as a Christian educator and then as a woman pastor in East Harlem where she learned firsthand how injustice and oppression marginalized her parishioners—developed into a concern for and solidarity with those on the margins of society. Letty Russell dedicated her life to achieving justice and celebrating the reign of God in our midst. In effect, educating for justice was at the core of Letty Russell's life and work.  相似文献   

Interpreting differences between the United States and New Zealand university students’ engagement scores as measured by the NSSE and AUSSE     

Erik Brogt  Keith Comer 《Assessment & Evaluation in Higher Education》2013,38(6):713-736

Press releases concerning the Australasian Survey of Student Engagement (AUSSE) results warn that university students in Australia and New Zealand are less engaged than their peers at United States institutions. Such warnings about student engagement and interactions then become targets for improvement on Australasian universities’ strategic plans. In considering New Zealand university students’ survey responses, we examined AUSSE and the US National Survey of Student Engagement (NSSE) data for 2009 and 2010 with respect to all items that load on the five scales these instruments share. We argue that most of the observed differences in responses, response distributions and subsequent scale scores can be attributed to differences in educational pathways and cultures between the USA and New Zealand. Consequently, considerable caution in these trans-Pacific comparisons is warranted, particularly when formulating policy and practices to improve student engagement in New Zealand based on methods that have been employed in different educational contexts.  相似文献   

Constructing a space for developing a rich understanding of science through play     

Margery D. Osborne  David J. Brady 《课程研究杂志》2013,45(5):511-524

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Anxiety of performativity and anxiety of performance: self-evaluation as bad faith     

Alison M. Brady 《牛津教育评论》2013,39(5):605-618

ABSTRACT

Self-evaluation, a devolved, rigorous form of teacher inspection, has increasingly been promoted in educational circles as a way to balance both teacher autonomy and accountability. Such balancing acts help to alleviate anxiety around inspection, for the teacher who would otherwise face a visit from an inspector, and for the public who are concerned about self-evaluation being less objective. Using the Irish policy of self-evaluation, this paper will first explore the evidence-based approaches and the appropriation of a ‘language of evaluation’ that are inherent to so-called low-stakes accountability systems. In part, such mechanisms are used in order to alleviate anxiety. The anxiety that self-evaluation focuses on, however, corresponds only to aspects of teaching that are conducive to measurement, and therefore refers solely to what may be called an anxiety of performativity. Furthermore, its attempts to repress an anxiety of performativity ironically fails to acknowledge a more fundamental form of anxiety that teaching as a ‘performance’ involves. Using Sartre’s idea of ‘bad faith’, this paper will ultimately argue that teaching inevitably involves an element of anxiety that should not be repressed but rather should be lived and worked with well, something which self-evaluation in its current form fails to capture.  相似文献   

The Spirituality of Age: A Seeker’s Guide to Growing Older,by Robert L. Weber and Carol Orsborn     

E. Michael Brady 《Educational gerontology》2013,39(9)

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A Hands-On Approach to Teaching About Aging: 32 Activities for the Classroom and Beyond     

E. Michael Brady 《Educational gerontology》2013,39(9)

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