A Tale of Two Outliers: Evidence-Based Management in Non-ARL Research Libraries and Pre-NARA Presidential Libraries     

Lynne Marie Rudasill  Wanda V. Dole 《图书馆管理杂志》2017,57(8):922-932

Administrators in libraries of all types face the challenge of managing and planning in times of static or declining funding and rapidly changing technology. What tools do they use to gather and employ data for decision-making and evidence-based management? Are the same tools and techniques useful for all types of libraries? Although there are established measurements and metrics for academic libraries, there are few, if any, for others such as hybrid presidential libraries which are not part of the National Archives and Records Administration (NARA) system. This column identifies the metrics used by the pre-NARA presidential libraries and compares them to metrics used by a subgroup of Carnegie Research 1 and Research 2 libraries, those that do not participate in Association of Research Libraries (ARL) statistics program. It identifies similarities and differences.  相似文献   

A multimodal critical discourse analysis of anti-vaccination information on Facebook     

Jinxuan Ma  Lynne Stahl 《Library & information science research》2017,39(4):303-310

In light of recent outbreaks of measles and other vaccine-preventable diseases, childhood vaccination has been the subject of significant attention and controversy. Much information seeking and debates about vaccines take place on social media, yet the effects of information context-specific factors on parental information seeking and sharing and information source assessment remain unknown. Through the lenses of reductionist thinking and cognitive authority, this study employed a multimodal critical discourse analysis approach to analyze the textual and graphic information within a public anti-vaccine Facebook group. Findings show that parental information seeking and sharing worked to create an isolated, sentimentalized information context favoring immediacy and emotional impact over scientific research and statistical evidence. Because participants shared fundamental beliefs and goals around vaccines, group members held cognitive authority despite the lack of expertise or evidentiary support in their postings. This controversial information-based movement poses challenges and opportunities for library outreach and information provision.  相似文献   

A Study of Functional Literacy Skills in Young Adults with Down Syndrome     

Sandra Bochner  Lynne Outhred  Moira Pieterse 《International Journal of Disability, Development & Education》2001,48(1):67-90

This paper presents data from a study of young adults with Down syndrome who were born either just before, or during the period when radical changes to special education services for people with intellectual disabilities were introduced. The specific aim of the study was to examine the development of language and literacy skills in a group of young adults with Down syndrome, some of whom had been educated at a time when there was an increase in expectations for achievement and opportunity to learn. Results showed that all but one of the young adults had learned to read, though for some, these skills were limited. In general, there was evidence of a positive relationship between age (for those born after 1970), attendance at an integrated school situation, and the achievement of more advanced reading and language skills. It was also evident that learning to read provides both a functional daily living skill and a satisfying recreational activity for young adults with Down syndrome.  相似文献   

An afterschool intervention program for educationally disadvantaged young children     

David A. Bergin  Lynne M. Hudson  Carolyn F. Chryst  Mark Resetar 《The Urban Review》1992,24(3):203-217

The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools.  相似文献   

A study of elementary french programs in British Columbia     

Stan Shapson  Lynne Durward  David Kaufman 《Interchange》1981,12(4):23-34

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Supporting children with Down syndrome within mainstream education settings: parental reflections     

Lynne Kendall 《Education 3-13》2019,47(2):135-147

This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to services varied across authorities. Additionally, some participants highlighted issues around the Education, Health Care Plan and subsequent annual reviews. Overall, this study offers examples of inclusive practice in the areas of supporting language and communication needs, parental partnership and transition between educational phases for children with DS. However, there are inconsistencies across providers and there is a need for more research into these areas in the future.  相似文献   

Rural classroom environments as contexts for teacher-child relationships     

Cheryl Varghese  Lynne Vernon-Feagans  Mary Bratsch-Hines 《The Journal of educational research》2019,112(3):411-420

The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships.  相似文献   

Theories on teaching: why are they so hard to find?!?     

Janette?R.?HillEmail author  Lynne?Schrum 《TechTrends》2002,46(5):22-26

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‘Either You Have Misunderstood the Directions,or You are Not Playing the Game’. South Australian Women in Educational Administration 1900–1960     

Lynne Trethewey 《Journal of educational administration and history》2006,38(1):1-18

This article examines continuity and change in the management of gender with specific reference to infant mistresses, whose quest for autonomous control of their own departments in the largest South Australian primary schools threatened the maintenance of patriarchal authority in and through the administration of state schooling. The complex location of these women is discussed in relation to the broader history of infant education in South Australia and the sexual division of labour in teaching. In taking account of their active resistance to the imposition of male hegemony in a sphere of education which was traditionally ‘woman’s work’, the article describes infant mistresses’ networks, the strategies of power and rhetoric they deployed, and how they built professional boundaries to protect their distinctive interests. It also examines the means adopted by headmasters and the Education Department to manage the troubling spectre of the independent female principal so that men’s self‐esteem, social and professional status, ‘natural’ authority over women, and employment opportunities in the ‘manly’ realm of school administration might be preserved.  相似文献   

Good undergraduate dissertation supervision: perspectives of supervisors and dissertation coordinators     

Lynne D. Roberts  Kristen Seaman 《International Journal for Academic Development》2018,23(1):28-40

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