Destruction/reconstruction: preservation of archaeological and zoological research data     

Rebecca D. Frank  Elizabeth Yakel  Ixchel M. Faniel 《Archival Science》2015,15(2):141-167

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Effect of perceived ease of use on librarians' e-skills: Basis for library technology acceptance intention     

Roland Izuagbe  Nurudeen Ademola Ibrahim  Lilofa Osamienfa Ogiamien  Olajumoke Rebecca Olawoyin  Nwanne Mary Nwokeoma  Promise Ifeoma Ilo  Odaro Osayande 《Library & information science research》2019,41(3):100969

Despite the widespread application of technology in the 21st century, making informed decisions regarding its acceptance in organisations is a function of several factors, particularly in developing countries, due to factors such as rising cost of the information technology infrastructure and low technological exposure. A model that incorporated perceived ease of use (PEOU) and e-Skills to examine librarians' intention for actual library technology acceptance was tested. The correlational research design, along with a multistage sampling procedure, was applied to select samples to reduce the sample to a manageable proportion. Professional librarians and library officers in four university libraries provided the data for the study. Results showed that e-Skill is the model's strongest determinant of technology acceptance intention among librarians. Also, PEOU will significantly moderate librarians' intention towards library technology acceptance when e-Skills are insufficient. From these outcomes, the understanding of the determinants of behavioural intention captured in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAT) is extended and refined.  相似文献   

Playing it down/playing it up: girls’ strategic negotiations of academic success     

Rebecca Raby  Shauna Pomerantz 《British Journal of Sociology of Education》2015,36(4):507-525

Through the lens of post-structural agency, this article focuses on how self-identified smart girls strategically negotiate their academic identities within the gendered terrain of the school. Based on interviews with 51 smart high school girls in Canada, our analysis complicates current narrative of girls’ easy achievement in school. Participants discussed balancing the hazards of being overly academic with the rewards of academic success. In response to this tension, girls carefully and consciously performed ‘smart girlhood’, drawing on resources that are more available to some girls than others, and indicating that girls’ academic success is neither easily embraced nor unambivalently accepted.  相似文献   

Translating Ovide Decroly’s ideas to Brazilian teachers     

Alessandra Arce Hai  Frank Simon  Marc Depaepe 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):744-767

This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly’s ideas in Brazil through the translation of his books and that of Amélie Hamaïde into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly’s ideas to be applied in Brazilian schools? Did the translation of Decroly’s and Hamaïde’s books play an innovative role in Brazilian society? Did the release of these books bring about changes, and did it stabilise and legitimise discourses that were already present in Brazil? Who were the translation agents of those books? First, discussions concerning travelling knowledge and cultural translation, as well as translation and the role of translation agents, are introduced. The translated books and their (production) contexts are then presented, comparing and analysing the source books and the translations. The analyses aim at understanding this journey and answering these questions, and it will be shown that Decroly’s ideas were torn apart into “pieces of knowledge” gaining life and autonomy throughout the journey, and turning into facts. It is advocated that his ideas were appropriated as “indigenous foreigners” in Brazil.  相似文献   

Teachers’ Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers’ Perceptions of Literacy Acquisition     

Rebecca M. Giles  Karyn Tunks 《Early Childhood Education Journal》2015,43(6):523-530

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Writing Dinosaur Large and Mosquito Small: Prephonological Spellers’ Use of Semantic Information     

Lan Zhang  Rebecca Treiman 《Scientific Studies of Reading》2015,19(6):434-445

One influential theory of literacy development, the constructivist perspective, claims that young children believe that writing represents meaning directly and that the appearance of a written word should reflect characteristics of its referent. There has not been strong evidence supporting this idea, however. Circumventing several methodological concerns with previous studies, we examined written spellings of young children who did not yet use letters to represent the sounds of words, that is, prephonological spellers. We identified 38 prephonological spellers (M age = 4 years, 2 months) and measured the area of their writing productions. Prephonological spellers made significantly larger productions for words representing large objects than those representing small objects. This effect held true after controlling for the influences of other variables, including size of writing on previous trials and order of trial in a session. Our results suggest that young children sometimes use drawing-like features to communicate the meaning of words when writing.  相似文献   

Education policy mobility: reimagining sustainability in neoliberal times     

Marcia McKenzie  Andrew Bieler  Rebecca McNeil 《Environmental Education Research》2015,21(3):319-337

This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in considering the uptake of sustainability in education policy. We ask to what extent sustainability as a vehicular idea may be twinning with processes of neoliberalization in education policy in ways that may undermine aspirations of, and action on, environmental sustainability. Toward the end of the paper, we draw on data from an empirical study to help elucidate how the analytic frames of policy mobility can inform our analyses of the potential concerns and possibilities of sustainability as a vehicular idea. In particular, we investigate how sustainability and related language have been adopted in the policies of Canadian post-secondary education institutions over time. The paper closes by suggesting the potential implications of the proceeding analyses for policymakers, practitioners, and researchers concerned with sustainability in education policy.  相似文献   

Erratum to: Applying cognitive science principles to improve retention of science vocabulary     

Rebecca Shore  Jenna Ray  Paula Goolkasian 《Learning Environments Research》2015,18(2):313-313

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Instructional expenditures and student achievement: a multiyear statewide analysis     

Maureen Cullen  Barbara Polnick  Rebecca Robles-Piña  John R. Slate 《Educational Research for Policy and Practice》2015,14(2):93-117

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Intimate partner violence during infancy and cognitive outcomes in middle childhood: Results from an Australian community-based mother and child cohort study     

Priscilla Savopoulos  Stephanie Brown  Peter J. Anderson  Deirdre Gartland  Christina Bryant  Rebecca Giallo 《Child development》2022,93(4):e396-e411

The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based longitudinal study between 2004 and 2016, this study examined the associations between IPV in infancy and cognition in middle childhood (at age 10). Results showed that IPV in the first 12 months of life was associated with lower general cognitive ability and poorer executive attention but not working memory skills. IPV in middle childhood (in the 10th year postpartum) was not associated with cognition. This study provides evidence for the long-term impact of early life exposure to IPV on children's cognition, and points to the importance of early intervention to optimize development.  相似文献