Collaborative library design: from planning to impact     

Joseph R. Matthews 《Public Library Quarterly》2020,39(2):181-185

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Editorial     

Michael R. Matthews 《Science & Education》1992,1(4):335-336

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Thoughts after an Oxford conference     

Melvyn Matthews 《Higher Education Quarterly》1984,39(1):35-42

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Management frameworks and the broader perspective     

Joseph R. Matthews 《Public Library Quarterly》2018,37(3):263-278

ABSTRACT

The development of management frameworks over time is reviewed as a management framework provides an effective way to help communicate the value of the public library. The use of a Logic Model is recommended as a management framework that will resonate with most funding decision makers.  相似文献   

College Student Feedback About Librarian-Created Instructional Videos: Why Aren't They Using Them?     

Dianne Zielinski  Robert Matthews  Cynthia Koman  Eric Kiel  Katherine Jezik 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):56-66

Library instruction videos can enhance student instruction. At a community college, librarian-created videos provided students with academic support. However, the videos were rarely used. In this article, students were sent online surveys to rate videos discussing the American Psychological Association (APA) format. Students were also asked why they did not use the videos. Participants rated several video features, including length, technical aspects, narration, and style. While they overwhelmingly responded that the videos were useful, the students did not know where they were located. The major complaint was related to the videos' technical aspects. Students also reported that they were more inclined to ask for help after watching the video.  相似文献   

Constructivism and empiricism: An incomplete divorce     

Dr. Michael R. Matthews 《Research in Science Education》1992,22(1):299-307

The paper outlines the significant influence of constructivism in contemporary science and mathematics education, and emphasises the central role that epistemology plays in constructivist theory and practice. It is claimed that despite the anti-empiricism of much constructivist writing, in most forms its epistemology is nevertheless firmly empiricist. In particular it is subject-centered and experience-based. It is argued that its relativist, if not skeptical conclusions, only follow given these empiricist assumptions. Further it is suggested that such assumptions belong to Aristotelian science, and were effectively overthrown with the modern science of Galileo and Newton. Thus constructivism cannot provide understanding of post-Aristotelian science. Specializations: history, philosophy and science teaching.  相似文献   

Measurement in Physical Education and Exercise Science: A Brief Report on 2015 and Calls for Manuscripts in 2016 and Beyond     

Nicholas D. Myers  Tracey D. Matthews  Sung Eun Park 《Measurement in physical education and exercise science》2016,20(2):75-80

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COVID-19 and Public Libraries: A Real Paradigm Shift     

Joseph R. Matthews 《Public Library Quarterly》2020,39(5):389-390

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Integrating service learning and technical communication: Benefits and challenges     

Catherine Matthews  Beverly B. Zimmerman 《Technical Communication Quarterly》2013,22(4):383-404

Our ethnographic study of a service‐learning class revealed some students benefited in developing civic values, improving academic learning, and accepting responsibility for their own education. Other students struggled to see the connection between technical communication and service learning, felt frustrated with nonacademic writing, and experienced team conflict. We must redefine both technical communication and service learning, help students make the transition to the workplace, and educate community organizations about the role of technical communicators.  相似文献   

Reviewers Volume 22 Number 6     

Michael R. Matthews 《Science & Education》2013,22(6):1555-1557

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