Standing on the Shoulders of Libraries: A Holistic and Rhetorical Approach to Teaching Google Scholar     

Charlie Potter 《图书馆管理杂志》2013,53(1-2):5-28

ABSTRACT

In order to understand better and explain the practices of Google Scholar, this essay takes a rhetorical and holistic look at the search technology, language, and sociopolitical implications of the Google Scholar interface as well as the connection between Google Scholar and the actions of the Google Corporation. The relationship between Google Scholar and the academic library is also explored. In addition, the essay offers ways to encourage students to undertake this kind of critique in the information literacy classroom.  相似文献   

Antisocial behaviors in television entertainment: Trends and profiles     

W. James Potter  Misha Vaughan 《Communication Research Reports》2013,30(1):116-124

This study replicates the content analysis of antisocial acts on entertainment programming conducted by Greenberg and his colleagues in the mid 1970s. Our purpose is to determine if the frequency of antisocial behavior has changed. We found an overall rate of 42.1 antisocial acts per hour which is very similar to Greenberg's rate of 40.8 acts per hour. However, we found that the rate of verbal aggression had increased, especially on situation comedies and action/adventures programs.  相似文献   

Clustering in Small Primary Schools: an organisational case study     

Alan Potter  Michael Williams 《School Leadership & Management》2013,33(2):141-152

Small primary schools are frequently perceived as having a discrete organisational problems which are intensified when such schools are located in rural areas. We report a study conducted in a Welsh local education authority which established clustering arrangements as a solution to some managerial, administrative and curriculum problems. The study comprises a questionnaire survey and a more detailed investigation of two clusters.  相似文献   

Is outdoor education a discipline? Provocations and possibilities     

Janet E. Dyment  Tom G. Potter 《Journal of Adventure Education & Outdoor Learning》2013,13(3):193-208

Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of ‘if’ and ‘how’ outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to define a ‘discipline’. We then present a six-component discipline model and examine whether and how outdoor education aligns with its first three components: a focus of study; a worldview or paradigm; and an active research or theory development agenda. In our analysis of these components we seek to not be definitive; rather, we invite readers to ponder our evidence in light of their lived experience. The ultimate hope is that this paper will encourage readers to deliberate the arguments that arise as a consequence of assessing outdoor education as a discipline. In doing so we hope to challenge readers to conceptualise outdoor education in innovative ways and to stimulate critical discourse to strengthen the field so that it may realise its potential and best serve society.  相似文献   

The State of Media Literacy     

W. James Potter Ph.D. 《广播与电子媒介杂志》2013,57(4):675-696

Media literacy is a term that means many different things to different people—scholars, educators, citizen activists, and the general public. This article reviews the variety of definitions and presents a synthesis of commonalities that most definitions of media literacy share. The review presents an overview of how media literacy has been treated as an issue in curriculum design within the institution of education, and then how it has been treated as an intervention by parents and researchers.  相似文献   

The effects of paradigmatic organization on verbal recall     

M L Suiter  R E Potter 《Journal of learning disabilities》1978,11(4):63-66

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Abject Magic: Reasoning Madness in Justine Larbalestier’s Magic or Madness Trilogy     

Troy Potter 《Children‘s Literature in Education》2014,45(3):255-270

This paper explores the representation of magic and madness in Justine Larbalestier’s Magic or Madness trilogy (2005–2007). Throughout the series, magic is constructed as an abject and disabling force that threatens to disable magic-wielders, either through madness or death. Despite being represented as a ubiquitous force, the consequences of magic are gendered, and the female protagonist of the trilogy, Reason, sets out to remove the threat of magic. The intersections between ableist, magical and feminine discourses are explored via a feminist disability politics and Kristeva’s concept of abjection. While, at times, the trilogy challenges the ability/disability binary schism, the narrative closure reaffirms dualistic constructions of reason/madness, ability/disability, reality/fantasy and masculine/feminine. Thus, rather than redressing social attitudes towards mental illness and critiquing normative constructions of disability and the other, Larbalestier’s trilogy reaffirms dualistic and normative constructions of mental illness.  相似文献   

BOOK REVIEWS     

Clare Pettitt  Simon J. Potter  David Lloyd Smith 《Media History》2013,19(4):441-447

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Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge,Reflection, and Practice     

Shulamit N. Ritblatt  Sarah Garrity  Sascha Longstreth  Audrey Hokoda  Nina Potter 《Journal of Early Childhood Teacher Education》2013,34(1):46-62

There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters.  相似文献   

Strategic Ambiguity: How Pre-Tenure Faculty Negotiate the Hidden Rules of Academia     

Cate  Leandra  Ward  LaWanda W. M.  Ford  Karly S. 《Innovative Higher Education》2022,47(5):795-812

Innovative Higher Education - The tenure evaluation process is characterized by a lack of clarity and governed by unspoken rules. At the same time, while institutions have increased the presence of...  相似文献