Are first-circulation patterns for monographs in the humanities different from the sciences?     

J. Parker Ladwig  Thurston D. Miller 《Library Collections, Acquisitions, and Technical Services》2013,37(3-4):77-84

How many monographs acquired in a particular year circulate in that year? What percentage have their first circulation each successive year? Does the pattern differ for different broad subject areas, i.e., humanities, the sciences, and the social sciences? This article tests the assumption that the first-circulation pattern differs by subject. We conclude that the pattern does not differ. The finding is important for decisions about off-site storage, assessing collection development, maintaining departmental libraries, etc. Regardless of subject, if a book has not circulated at least once within a few years after acquisition, it is unlikely to find its reader.  相似文献   

In the Public Interest     

Josie Barnes Parker 《图书馆管理杂志》2013,53(4):265-273

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Measuring Good     

Josie Barnes Parker 《图书馆管理杂志》2013,53(8):700-708

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Politicking for the Public Library     

Josie Barnes Parker 《图书馆管理杂志》2013,53(6):731-737

ABSTRACT

In today's current political environment raising support for millage renewals, bond campaigns or even millage continuations for public libraries is affected by national politics, and a tendency towards tax aversion on principle across the country. The lessons we can learn from the governing boards of small and rural public libraries are worth raising up to a greater national consciousness. Board governance, community consciousness, and facilities management are clear and logical tools that elected boards of public libraries can use to politick for support of libraries.  相似文献   

UK initiatives to promote inclusion in higher education for students with disabilities     

Viv Parker 《欧洲特需教育杂志》2013,28(2):189-199

ABSTRACT

The inclusion in higher education of students with disabilities and learning difficulties has become a matter of concern within the past eight years. Recent Higher Education Funding Council initiatives to promote greater inclusion have had some success in improving access to higher education (HE) and raising awareness across the sector of the need to ensure full participation by students with disabilities in the learning environment once they enter the university. Hopes that the new UK disability rights legislation would help promote equality of access to HE were disappointed when it became apparent that the Disability Discrimination Act 1995 excluded education from its main provisions. The only requirement affecting post‐compulsory education is that institutions publish a statement on their provision for students with disabilities and learning difficulties. These disability statements confer no legal rights and it appeared that they would have little impact on access to HE for disabled people. This paper reports the findings of a survey of the anticipated effects upon the higher education sector in England of the requirement to produce disability statements. There may be some positive effects not only upon the nature and form of information available, but also on the provision offered in the sector.  相似文献   

Postmodernist perceptions of teacher professionalism: a critique     

Gemma Parker 《Curriculum Journal》2013,24(3):452-467

This is an era of significant government involvement in schools in England, despite consistent rhetoric from the Department of Education to the contrary. In such a period, signs can be detected of the juncture between a postmodern identity and post-professional status, two models of teacher professionalism supposed in Hargreaves’ work on the fourth age of professionalism. This paper focuses on the former as the nature of the contemporary context. Defining features of postmodernity are considered through a focus on the broad issue of teacher professionalism. For this paper, this is embodied by teachers’ involvement with the development of the Primary National Curriculum for England. Evidence will be drawn from just before its 1988 introduction until 2013 in order to critique several of the key tenets of postmodernity as identified by Hargreaves. This is of particular importance in a context where a strong defence is necessary to enable the sustainment, and growth, of teachers’ professional autonomy. This paper aims to propose some strategies teachers could enact in the face of postmodern challenges.  相似文献   

British hymn books for children, 1800–1900: re-tuning the history of childhood,by Alisa Clapp-Itnyre/Creating religious childhoods in Anglo-world and British colonial contexts, 1800–1950, edited by Hugh Morrison and Mary Clare Martin/Young people and church since 1900: engagement and exclusion,by Naomi Thompson     

Stephen Parker 《History of education》2013,42(6):865-869

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Self-Regulation May Not Be Enough: A Rejoinder to Horns-Marsh     

Dr. Ilene R. Berson  Dr. Michael J. Berson  Linda Karges-Bone  Jonathan K. Parker 《The Educational forum》2013,77(2):150-153

This qualitative research study traces the motivations for teaching of 13 teacher candidates enrolled in an urban-based alternative certification program. After using a push–pull factor analysis, the data suggest that most participants left their previous careers due to financial shortcomings or work instability. As a result, these participants were also less attracted to teaching based on altruistic reasons when compared to those whose major motivation to teach occurred as part of a quest for personal fulfillment.  相似文献   

Benefits and Challenges of the Passport Broadcast Intervention in Long-Term Care     

Elaine Wittenberg-Lyles  Debra Parker Oliver  George Demiris  Sara Shaunfield 《Educational gerontology》2013,39(10):691-698

Creative activities are a challenge for long-term care facilities. The Passport intervention uses web-based video technology to provide long-term care residents with a virtual travel experience. Passport broadcasts were conducted and staff and residents were interviewed about the experience. A thematic analysis of interviews was used to discern benefits and challenges. Reported benefits included experience with technology, interaction with student visitors, reminiscing, and active learning. Challenges involved technical quality concerns related to the audio and visual needs of seniors. The pilot found the Passport intervention as a promising tool for creative activities in a long-term care setting.  相似文献   

Publications in Four Gifted Education Journals From 2001 to 2006: An Analysis of Article Types and Authorship Characteristics     

Megan R. Parker  Kelli R. Jordan  Emily R. Kirk  Kathleen B. Aspiranti  Sherry K. Bain 《Roeper Review》2013,35(3):207-216

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