This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use. 相似文献
This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical
tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education
(MOE) has initiated a number of policies designed to give schools autonomy in designing and implementing programmes to achieve
optimal educational outcomes for its students. Among these are READ! Singapore, Teach Less, Learn More and the School Excellence
Model. In this context, we review an MOE initiated Extensive Reading (ER) programme in one school. Despite such innovative
policies, Dewey Secondary School’s [The names of the school and individuals have been changed to protect their privacy.] pedagogical
and literacy practices continue to be largely influenced by other dominant features of Singapore’s and the school’s own educational
culture—an exam-oriented focus that prioritises outcome and skill-based pedagogy and the school’s historical practice of restricting
literacies. Competing policies as interpreted by the school and diverse stakeholders result in a morphed ER programme—an adaptation
of a reading programme that reflects the programme intent overtly but one that collides at other times, and as a result, is
pulled in different directions. The story is, thus, one of ‘policies of promise and practices of limit’. 相似文献
The primary aims of this study were twofold: (a) to describe average change in the written narrative performance of second grade students from the fall and spring of the school year and (b) examine patterns of individual growth to test for Matthew effects. Participants included 299 children in second grade. Microstructural measures were derived from students’ written narratives including: number of different words (NDW), total number of words (TNW), and accuracy of spelling and grammar. Significant increases in NDW, TNW, and spelling accuracy were evidenced from fall to spring. Students averaged 55 total words in the fall and averaged 69 words in the spring, with a statistically significant increase of 14 words t(299)?=?8.4, p?<?.0001). The variance in TNW from fall to spring increased from Var?=?791 to Var?=?1005, which was a significant increase and the correlation of initial Fall TNW and growth in TNW was also significant (r?=?0.39). Additionally, results from a two-level hierarchical linear model with students nested within teachers indicated that initial level of TNW predicted the change in TNW from fall to spring, with higher levels of initial TNW being related to larger gains in TNW. Significant predictors of Matthew effects included teacher or classroom and free/reduced lunch eligibility. Written personal narrative measures are sensitive to developmental change across a school year. Evidence of Matthew effects in lexical productivity suggests additional support may be warranted to ameliorate gaps in writing achievement.
The author discusses how pursuing a rhetoric of science has consequences for both our understanding of science and our practice of rhetorical analysis. From a rhetorical perspective, science becomes a persuasive enterprise continuous with other persuasive practices in a culture. And rhetoric itself requires enrichment in three areas to become a better instrument of analysis for scientific texts; it needs to incorporate early modern dialectic, a more flexible stylistics, and an appreciation of the role of visualization in scientific argument. 相似文献
The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts. 相似文献
The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months later. Intrusiveness predicted increases in later child negativity in all 4 groups. Among African Americans only, this association was moderated by maternal warmth. Intrusiveness predicted negative change in child engagement with mothers only in European American families. Finally, near-significant trends suggested that intrusiveness predicted later decreased dyadic mutuality in European American and more acculturated Mexican American families, but not in African American or less acculturated Mexican American families. 相似文献
