Coming Back from Disaster: Progress to Date and Next Steps at Elliot Lake Public Library     

Adam Stewart 《Public Library Quarterly》2017,36(3):228-243

In this article, I do two things. First, I describe and evaluate progress that has been made to date on implementing five recommendations made by the author to the leadership of Elliot Lake Public Library in 2014, intended to assist in disaster recovery efforts following the destruction of the library in an anthropogenic disaster in 2012. Second, I provide three revised recommendations, this time intended to assist library leadership address some continuing challenges that are preventing the complete recovery of the library, and ultimately, negatively impacting the effectiveness of the library within the community.  相似文献   

University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?     

Cherry Stewart  Brenda Wolodko 《Mind, Brain, and Education》2016,10(4):247-255

This article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.  相似文献   

如果我们一生只能拥有10样东西?     

Martha Stewart 《海外英语》2007,(9):27

My 10 choices, in no particular order: 1. Every man's library. If I can't have much, at least this will keep me busy. This collection has all the classics, as well as works by contemporary authors such as Joan Didion and Margaret Atwood.  相似文献   

Guidance and counselling in British schools: Some observations     

Lawrence H. Stewart  Patrick Hughes  Raymond Jackson 《International journal for the advancement of counseling》1980,3(1):35-42

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Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?     

Stewart J. H. McCann  Robert H. Short  Leonard L. Stewin 《Instructional Science》1986,15(1):131-164

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.  相似文献   

Achieving the educational standards we need     

Donald M. Stewart 《Assessment Update》1992,4(1):1-7

This article is based on remarks presented by Donald M. Stewart at the Open Forum on National Standards held at the Second National Conference on School/College Collaboration, cosponsored by the American Association for Higher Education and the College Board in Atlanta, Georgia, on July 26, 1991.  相似文献   

Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome     

Kenneth M. Coll  Roger A. Stewart 《Journal of College Counseling》2002,5(2):135-141

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.  相似文献   

Interactive Multimedia in Introductory Accounting: A preliminary analysis     

Karen Benson  Stewart Alison  Geoff Arger 《高等教育研究与发展》1996,15(1):1-12

This paper describes the development of an interactive multimedia package designed for incorporation into the teaching program for degree‐level first year accounting. The initial module forms part of a pilot study at James Cook University where interactive multimedia will form an integral part of the teaching program in accounting. This module includes four sessions, equivalent to one quarter of the semester's requirement. These sessions were trialed by students, colleagues and practitioners to assess the package's effectiveness in communicating introductory accounting concepts and enhancing the learning process. Some results of these trials are presented.  相似文献   

Adaptation and Pilot Testing of a Sexual Health Intervention for Female Survivors of Violence     

Brooke E. E. Montgomery  Amy Jones  Sharon E. Sanders  Angela McGraw  Barbara Williams  Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64

Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011 Meyer, J. P., Springer, S. A., &; Altice, F. L. (2011). Substance abuse, violence, and HIV in women: A literature review of the syndemic. Journal of Women's Health (2002), 20(7), 991–1006. doi:10.1089/jwh.2010.2328[Crossref] , [Google Scholar]; Montgomery et al., 2015 Montgomery, B., Rompalo, A., Hughes, J., Wang, J., Haley, D., Soto-Torres, L., &; Hodder, S. (2015). Violence against women in selected areas of the united states.e1-e11. Am J Public Health, 105(10), 2156–2166 [Google Scholar]; World Health Organization (WHO), 2010 World Health Organization (WHO). (2010). Addressing violence against women and HIV/AIDS: What works?. Geneva, Switzerland: World Health Organization. [Google Scholar]). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a Centers for Disease Control and Prevention. (2017a). Compendium of evidence-based interventions and best practices for HIV prevention. Atlanta, GA: Division of HIV/AIDS Prevention, National Center for HIV/AIDS, Viral Hepatitis, Sexual Transmitted Diseases and Tuberculosis Prevention. Retrieved from https://www.cdc.gov/hiv/research/interventionresearch/compendium/rr/index.html [Google Scholar]). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted.  相似文献   

Learning from wildlife-inspired awe     

Jonathan R. Hicks  William P. Stewart 《The Journal of environmental education》2020,51(1):44-54

Abstract

This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental and prosocial behaviors in which participants’ career choices were affected as well as their advocacy for pro-environmental behaviors within their community of friends and family. In the process of chronicling participants’ stories, we developed a better understanding of the ways in which people make sense of and ultimately learn from experiences of wildlife-inspired awe.  相似文献