Personalizing Library Service to Improve Scholarly Communication     

Elyse Profera  Renee Jefferson  Nathan Hosburgh 《期刊图书馆员》2015,68(1-4):274-281

This presentation summarized the results from primary research conducted by Profera and Jefferson that aimed to understand what libraries are doing to reach library end users. The authors aimed to explore the relationship between the physical and virtual library space and if this has an impact on student and faculty use of library resources. The study also sought to understand the extent to which libraries are already conducting marketing efforts, the success they have had in doing so, and how publishers can help to enhance the library/end user experience.  相似文献   

Planning Instruction to Meet the Intent of the Next Generation Science Standards     

Joseph Krajcik  Susan Codere  Chanyah Dahsah  Renee Bayer  Kongju Mun 《Journal of Science Teacher Education》2014,25(2):157-175

The National Research Council’s Framework for K-12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K-12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6–8 and 9–12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or “bundle” of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.  相似文献   

Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk     

Renee Kaufmann  Nicholas T. Tatum 《Distance Education》2018,39(3):373-389

Interest in understanding what constitutes effective instruction online continues to grow as more universities adopt mediated formats for teaching. However, engaging students in productive, content-related conversation in online courses remains challenging. Several variables may influence student willingness to talk in online classes – procedural justice, affect towards the instructor, and perceived cognitive learning – each with probable direct and indirect effects on student inclinations for communicating in the classroom. This study proposes a model predicting student willingness to talk in online classes. Results indicate initial support for the proposed model, and practical implications for instructors teaching online courses are suggested.  相似文献   

Performance improvement interventions series. Instructional design and training (volume 2) performance technologies in the workplace (volume 3) culture and systems change (volume 4)     

Peter Dean  David Ripley  Jim Russell  Renee L. Loth Cali 《Performance Improvement》1999,38(8):40-43

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