Teachers' talk on students' writing: Negotiating students' texts in interdisciplinary teacher teams     

Kristin Helstad  Andreas Lund 《Teaching and Teacher Education》2012

This paper examines how a team of teachers in a Norwegian upper secondary school responds to, negotiates, and evaluates students' writing in and across different disciplines. The purpose is to identify discourse strategies and professional development as the teachers discuss students' texts, and to explore how the teachers develop a shared understanding of how writing relates to students' learning. The findings show how the teachers' discourse reflects an emerging understanding of how writing is both a subject-specific and interdisciplinary skill conducive to learning, but also how institutional traditions and discipline-specific concerns together allow for and constrain teachers' learning.  相似文献   

Change Management in Public Libraries: Research-Based Political Strategies     

Michael M. Widdersheim  Brady D. Lund  Betty Jebet Kemboi 《图书馆管理杂志》2013,53(7):693-742

Abstract

This study presents seven change management strategies for public libraries: (1) specify the major issue, (2) map the decision cycle, (3) identify circuits and tessellations, (4) target receptive audiences, (5) mobilize civil society support (6) minimize resistance with win-win issues, and (7) maintain legitimizing processes. These strategies are derived from historical case study of a single US case over a 93-year span. The strategies are elaborated using qualitative data from the case. The findings build on existing literature and contribute new knowledge and new methods to the research area. The strategies have practical import for public library managers.  相似文献   

Augmented Reality for Browsing Physical Collections in Academic Libraries     

Brady D. Lund  Daniel A. Agbaji 《Public Services Quarterly》2013,9(3):275-282

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Staging gender: the articulation of tacit gender dimensions in drama classes in a Swedish context     

Anna Lund 《Gender and education》2013,25(7):907-922

This article engages with gender, performance and embodiment in drama classes in a Swedish context. It presents a case study of how instructors at an academy of dramatic arts integrate theoretical knowledge on gender into their students’ creative and pedagogical practice, as well as an analysis of why this approach works. Visualisation of how the body is used on a concrete level offers a departure from traditional uses of theory as a way to challenge reality; instead the research describes how theory can be used in concrete didactic bodily movements, thus bringing the body, which is often overlooked in studies of pedagogy, into a discussion on knowledge acquisition.  相似文献   

Combining Qualitative and Quantitative Approaches: Some Arguments for Mixed Methods Research     

Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(2):155-165

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Document,documentation, and the Document Academy: introduction     

Niels Windfeld Lund  Michael Buckland 《Archival Science》2008,8(3):161-164

A series of efforts starting in the late nineteenth century to manage the increase in documents came to be knows as “documentation.” Leaders included Paul Otlet and Suzanne Briet. The concern was with access to evidence and the meaning of “document” was broadened to include any sign preserved to represent phenomena. Legal deposit, when extended to new modern media, required new techniques and led to a new program in documentation at the University of Tromsø, Norway, in 1996. Niels Lund, Michael Buckland, and others collaborated in forming the Document Academy and organized a series of conferences.  相似文献   

Editorial: From the Editor-in-Chief     

Daryl Lund 《Journal of Food Science Education》2006,5(1):23-23

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Self-concept,Attributional Style and Depression     

Richard Haugen  Thorleif Lund 《教育心理学》2002,22(3):305-315

The purpose of the present study was to investigate how self-concept and attributional style are related to depression in a student group. On the basis of an inventory, 166 advanced teacher students were scored on general and academic self-esteem, attribution for positive and negative events, and depression. The two self-esteem variables were found to constitute important predictors of depression, while the contributions of the attributional variables were of minor importance. In addition, pessimistic attributions to both positive and negative events resulted in higher depression than pessimistic attributions to either kind of events, and to neither kind of events. Finally, factor analysis resulted in interpretable solutions.  相似文献   

Sustaining affective resonance: Co-constructing care in a school-based digital design studio     

Nathan C. Phillips  Virginia Killian Lund 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1532-1543

Based on two years of ethnographic engagement in a school-based digital design studio in a high school on the West Side of Chicago, Illinois, this paper conceptualizes the development and maintenance of an ethos of care in teaching and learning through sustaining affective resonance. Adopting musical metaphors as a vocabulary for affective movements, we operationalize practical and practiced methods for sustaining (actively extending) affective (care-giving and care-taking intensities) resonance (shared meaning making and cultural production). Sharing examples across years, we show the specific ways that mentors and students in the digital design studio built and nurtured care-full practices. The purpose of the paper is to explicate the development and enactment of mentoring practices that we observed in the design studio and then to consider how these practices might be shared, spread, and adapted across contexts of teaching and learning.  相似文献   

Key Authors in Business and Management Education Research: Productivity,Topics, and Future Directions          下载免费PDF全文

J. B. Arbaugh  Carlos J. Asarta  Alvin Hwang  Charles J. Fornaciari  Regina F. Bento  Kathy Lund Dean 《Decision Sciences Journal of Innovative Education》2017,15(3):268-302

Previous studies of author productivity in business and management education (BME) research have focused on single disciplinary areas, and even single journals. This study is the first to examine the productivity of BME scholars across multiple disciplinary areas (i.e., accounting, economics, finance, information systems, management, marketing, and operations/supply chain management). We analyzed a pool of 17 BME journals with the highest hg‐index, by including the top three journals in the accounting and information systems areas, the top two journals in each of the other disciplinary areas, and an interdisciplinary BME journal. This examination covered a 10‐year period (2005‐2014), 4,464 articles and 9,617 article co‐authors. We identified 7,209 unique authors in this pool and ranked their productivity to create a “Key Authors” list. Each of the top 99 authors had five or more articles in our database. Our findings indicate the potential for cross‐disciplinary dissemination of research ideas and opportunities for scholars to enhance their research profile, because even a small increase in productivity can lead to substantial movement in the BME rankings of authors.  相似文献