From talking to doing: Digital preservation at the British library     

Helen Shenton 《New Review of Academic Librarianship》2013,19(1):163-177

What are the core competencies that a national library needs to address the preservation of digital material? What skills are needed, by whom, when, to do what? Are the skills available externally, or is it better to develop people within the library? How are preservation philosophies and IT philosophies attuned? How is the preservation of digital material managed in a matrical and distributed way within a large organisation?  相似文献   

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons     

Helen Askell-Williams  Michael J. Lawson  Grace Skrzypiec 《Instructional Science》2012,40(2):413-443

The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.  相似文献   

Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling     

Doo Hwan Kim  Helen Law 《International Journal of Educational Development》2012,32(1):92-103

In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls’ disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls’ school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls’ schools in Hong Kong. We find that a gendered social structure prevalent in both societies.  相似文献   

The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory     

Stefaan Blancke  Johan De Smedt  Helen De Cruz  Maarten Boudry  Johan Braeckman 《Science & Education》2012,21(8):1167-1184

This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students?? religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people??s intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students?? understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers.  相似文献   

Regional Queensland parents’ views of science education: some unexpected perceptions     

Helen?J.?BoonEmail author 《The Australian Educational Researcher》2012,39(1):17-43

Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research has examined factors relating to science curricula and students’ attitudes about science, but parental views of science education remain largely unexplored in Australia. Because parents have a strong role in shaping their children’s subject selection and career choices, in this pilot study we sought to explore parental attitudes about science education. Results from focus interviews and a survey of 132 Indigenous and non-Indigenous parents demonstrated, for the first time, that regional parents believe the study of society and the environment (SOSE) is a better preparation than science for their children’s understanding of socio-scientific issues. Most parents were unclear as to the nature of scientific literacy, believing science as it is currently taught in primary schools, not to be relevant to their children’s needs. Structural equation modelling using the survey data confirmed prior researchers’ claims and extended ideas about the likely interplay of parental attitudes and beliefs influencing their support of science study for their children. The results highlight an urgent need to explore such parental views across Australia.  相似文献   

A historical review of the chemistry periodical literature until 1950     

Helen Cooke 《Learned Publishing》2004,17(2):125-134

The periodical, or journal, is the means by which most scientific information is communicated. This paper examines the origins and evolution of journals covering chemistry.  相似文献   

Assessment of Competence in Radiography Education     

Helen Burchell  Tony Higgs  Susan Murray  Tony Higgs  Susan Murray 《Assessment & Evaluation in Higher Education》1999,24(3):315-326

An action research project concerning the development of clinical assessment procedures in radiography education investigated the views of university‐based clinical lecturers and hospital radiographers concerning the existing assessment framework. Based on the outcomes of this initial review a revised summative assessment tool was developed, including assessment of professional conduct as well as technical competence. Evaluative comment from radiographers and students on the trialling of the tool was positive, and would seem to indicate a sound basis for further development.  相似文献   

Big Change Question In a Period of Global Uncertainty, do Faith-Based Schools Re-Enforce Social Divisions Within Societies and between Nations?     

Kathryn Riley  Helen Marks  Gerald Grace 《Journal of Educational Change》2003,4(3):295-307

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Early Child Care and Education at Hull House: Voices from the Past, Challenges for the Future     

Helen L. Carbon 《Early education and development》1993,4(1):68-84

Poverty, homelessness, lack of health care among families with young children—these problems of today were also faced by Jane Addams in Hull House 100 years ago. Hull House was a mini-community that offered a safe physical environment filled with beauty. It also served as a connection to the larger neighborhood and world while sheltering its early childhood programs. There were day nurseries, kindergartens, services for handicapped children, and kindergarten teacher education. Curricula were implemented that emphasized not only physical and cognitive development but also aesthetics to build the inner spirits of the children. Varieties of learning opportunities (many in the arts and humanities) were offered to the community. Advocacy was carried out based on information provided by residents surrounding Hull House—through neighborly conversations and carefully designed surveys. Paternalism was evident—curriculum and environment were reflective of the dominant society orientation, and advocacy was sometimes done for the community members. The issues raised by Hull House offer challenges for present and from early childhood programs—challenges in organizational structure, in provision of curriculum and learning experiences for young children and their families, and in joint advocacy efforts.  相似文献   

Book Reviews     

Jane McDermid  Helen Gunter  Tanya Fitzgerald  Richard Aldrich 《Journal of educational administration and history》2007,39(2):209-213

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