This article compares the usage of print monographs acquired through firm orders and approval plans to determine whether title-by-title book selection makes a difference. The circulation data of print monographs acquired in a four-year period were extracted and separated according to their acquisition methods. Usage data were analyzed according to the Library of Congress Classification system and library's three subject area groups (Humanities, Social Sciences, and Sciences). The results indicate that books acquired via firm orders had a higher circulation rate in almost all subject areas. The authors discuss how the findings can be used to inform future collection practices. 相似文献
The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through
inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and
following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their
ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated
in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results
suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary
science teacher educators and researchers were highlighted. 相似文献
Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.
Academic socialization by low‐income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n =52; Mage = 38.69) in the United States (Study 1) and kindergartners (n =86; Mage = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n =39; Mage = 31.44) and native Hong Kong (n =76; Mage = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2). 相似文献
Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity. 相似文献
The example of teachers not seeking counselling was used. Some reasons for this situation were given as well as one possible way to change it by providing early information and training during the students' regular studies. My hope is that if teachers have the necessary information, abilities and positive experiences, when they have problems, it should be easier for them to use counsellors than it is for other today.Teachers were used as an example of how one group could be encounraged to make use of counsellors. However, similar strategies could be used with other groups whose jobs involve high personal stress (for example social workers, medical doctors etc.). The example of teachers was also used to show how change can be introduced within a system. Here it might be useful to develop the ability to work with a counsellor during the regular education, so that it becomes part of their understanding of their professional role. 相似文献
ABSTRACTThis article explores the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England. We argue that the importance of the constitutive role of the micro-dynamics of face-to-face interaction in classroom settings is neglected in documentation of this type. We explore this claim with reference to examples of policy in two jurisdictions of the United Kingdom, namely The Donaldson Review and The Standards for Registration in Scotland, and policy-related guidance from England on improving discipline in schools and pupils’ behaviour. We also consider how authority relations are conceptualised in a recent article that has made a significant contribution to the literature in the field. Finally, we present a theoretical account that counterbalances prevailing approaches to authority relations in the classroom. We suggest that authority is continuously negotiated, challenged, accepted, defined and ultimately constituted in and through the dynamics of interaction amongst pupils (and between pupils and teachers). 相似文献