Envisioning the Academic Library: A Reflection on Roles,Relevancy and Relationships     

Geraldine Delaney  Jessica Bates 《New Review of Academic Librarianship》2015,21(1):30-51

The focus of this article is to reflect on current and near future issues and trends concerning academic libraries. This includes an overview of the literature on embedded librarianship and a focus on the need for more participatory and collaborative approaches to library services.

The core argument is that academic libraries need to continue to adapt their roles and develop stronger relationships across the university in order to maintain and promote their relevancy to all stakeholders. Embedded roles in research and teaching, and an embedded existence through collaboration and outreach will strengthen the academic library's presence within its parent institution.  相似文献   

A defensive mindset: A pattern of social information processing that develops early and predicts life course outcomes     

Kenneth A. Dodge  Yu Bai  Jennifer Godwin  Jennifer E. Lansford  John E. Bates  Gregory S. Pettit  Damon Jones 《Child development》2022,93(4):e357-e378

The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration.  相似文献   

Closely Observed Training: an exploration of links between social structures,training and identity     

Inge Bates 《International Studies in Sociology of Education》2013,23(1-2):225-243

ABSTRACT

This paper suggests that, while there is a wealth of work on the economic benefits of training, relatively little attention is being given to relationships between vocational training and broader social structures and trends. The focus here is on social processes within vocational training. The paper is based on ethnographic research into training for employment in the field of institutional care. This study documented dramatic adjustments in young people's attitudes towards work which occurred in the course of training. The paper explores ways in which training contributed to these adjustments. Two fundamental inter‐related processes are identified, which may also have wider relevance: screening for social and cultural attributes and discipline. The analysis of the discipline of training draws upon the work of Foucault in order to highlight the importance of current trends towards increased ‘surveillance’ and accountability at work. Through such processes, it is suggested, training may both serve to reinforce links between class, gender and occupational destinations and may also reinforce the control of labour within occupations.  相似文献   

Let's Not “Train” Teachers     

Willard Fox 《College Teaching》2013,61(2)

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A new periodical on Islamic numismatics     

Michael L. Bates 《Al-Masaq: Islam & the Medieval Mediterranean》1990,3(1):61-62

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Response: addressing higher education     

Richard Bates 《The Australian Educational Researcher》1996,23(2):97-99

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Profiling teachers’ sense of professional identity     

Esther T. Canrinus  Michelle Helms‐Lorenz  Douwe Beijaard  Jaap Buitink  Adriaan Hofman 《Educational studies》2011,37(5):593-608

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.  相似文献   

Assessment in early childhood education: threats and challenges to effective assessment of immigrant children     

Esther Ntuli  Arnold Nyarambi  Moussa Traore 《Journal of Research in Special Educational Needs》2014,14(4):221-228

Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio‐economic factors, and culturally and linguistically biased assessment measures.  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   

Parent talk     

Willard Abraham 《Early Childhood Education Journal》1979,7(2):11-11

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