Legislative reference checklist: The key to legislative histories from 1789–1903: By Eugene Nabors Littleton,CO: Fred B. Rothman & Co., 1982, 440 pages, $39.50. ISBN 0-8377-0908-3. LC 82-18074     

Susan Parker 《Government Information Quarterly》1984,1(2):228

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Learning to Lead: Challenges and Resources for The New Public Library Director     

Josie Barnes Parker  Denice Adkins  Beth Brendler 《图书馆管理杂志》2017,57(4):444-460

Library directors are part of the infrastructure of information management, but how well do they manage their institutional knowledge for succession planning? Our study looked at strategies to ease managerial transitions between libraries, focusing on knowledge management, communities of practice, and mentorship. Our survey found that succession planning was dictated by local practice and size of library. The results of this paper inform knowledge of succession planning and reveal existing gaps between informal transfer of knowledge and structured knowledge management (KM), as well as librarians' resourcefulness. Library directors use KM strategies, mentoring, and involvement with communities of practice to foster innovation.  相似文献   

Using Constructivist Instructional Design Featured in Two Online Courses: Notes From the Field     

Vivian Rossner‐Merrill  Drew Parker  Carolyn Mamchur  Stephanie Chu 《Educational Media International》2013,50(4):282-288

Abstract

We thought that the close integration of theory and practice offered by constructivism promises unique opportunities to maximize learning in online courses using interactive software as the primary medium of communication. The purpose of this paper, therefore, is to examine the ‘goodness of fit’ between principles drawn from constructivist theories and the design and implementation of the interactive online course.  相似文献   

Rethinking FID     

J. Stephen Parker 《International Information and Library Review》2013,45(3):105-108

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Methodological and Ethical Dilemmas in International Research: school attendance and gender in Ghana     

Morwenna Griffiths  Marie Parker‐Jenkins 《牛津教育评论》2013,39(4):441-459

abstract

The paper considers questions of ethics and methodology in international research. An action research project designed for Ghana/UNICEF as part of a consultancy on school attendance is used as a case‐study from which to examine the ethical dilemmas facing consultants and their clients in educational research carried out as part of international aid. Ethical dilemmas of resourcing, ownership, accountability and self‐interest are discussed by the English consultants. It thus has a double purpose. It both contributes to research on school attendance, and also furthers debate about methodology and constraints on it.  相似文献   

From Brown to Ayers v. Fordice: the changing shape of racial desegregation in US higher education     

Laurence Parker 《教育政策杂志》2013,28(6):699-715

Racial desegregation in higher education is taking on a new direction as the twenty‐first century approaches. The Brown v. Board of Education decision brought down legal racial barriers to segregated education, and this landmark US Supreme Court ruling was implicitly intended to apply to higher education as well. The positive changes for African Americans in removing racial barriers contributed significantly to the civil rights movement and opening avenues of opportunity. Yet, there has always been a fundamental tension between the removal of the vestiges of racial segregation to create equal educational opportunity, and the activist stance of addressing historical and current discriminatory educational policies. This is evident in the recent higher education desegregation and affirmative cases as the Federal Courts advocate the colour‐blind interpretation of higher education desegregation law and educational policy, while African Americans argue in favour of the enhancement of the public Historically Black Colleges and Universities and the explicit use of race as a form of diversity. This article examines the salient positions and racial identity politics surrounding this tension. I also argue that broader issues of racial control and power need to be addressed by educational institutions, the courts and the larger society in the debate about race, social justice and the removal of the vestiges of segregation.  相似文献   

A FUNCTION OF THE BROTHERHOOD ‐‐ EDUCATING MEN FOR RELIGIOUS AND SOCIAL WORK     

Francis W. Parker 《Religious education (Chicago, Ill.)》2013,108(5):485-490

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Agents for change: policy and practice towards a more gender‐inclusive science education     

Jan Harding  Lesley H. Parker 《International Journal of Science Education》2013,35(4):537-553

A range of initiatives aimed at a more gender‐inclusive science curriculum has developed in many countries. In this paper five countries are used to illustrate these developments. They have occurred usually in the context of relevant policy statements, but sometimes in the absence of a policy, through activists, often outside the school system. At times policies developed within the education system act in opposition to a change towards greater gender equity in science education. However, when policies are in place and made visible, and where feedback and adequate monitoring are required change has occurred. The successful incorporation of gender equity awareness and practices into the professional role and practice of teachers requires adequate resources to support change.  相似文献   

Minimum reading fluency necessary for comprehension among second‐grade students     

Matthew K. Burns  Heather Kwoka  Becky Lim  Melissa Crone  Katherine Haegele  David C. Parker  Shawna Petersen  Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132

The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc.  相似文献   

A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling     

Jiesi Guo  Herbert W. Marsh  Philip D. Parker  Theresa Dicke  Oliver Lüdtke  Thierno M. O. Diallo 《Structural equation modeling》2019,26(4):529-556

In this study, we contrast two competing approaches, not previously compared, that balance the rigor of CFA/SEM with the flexibility to fit realistically complex data. Exploratory SEM (ESEM) is claimed to provide an optimal compromise between EFA and CFA/SEM. Alternatively, a family of three Bayesian SEMs (BSEMs) replace fixed-zero estimates with informative, small-variance priors for different subsets of parameters: cross-loadings (CL), residual covariances (RC), or CLs and RCs (CLRC). In Study 1, using three simulation studies, results showed that (1) BSEM-CL performed more closely to ESEM; (2) BSEM-CLRC did not provide more accurate model estimation compared with BSEM-CL; (3) BSEM-RC provided unstable estimation; and (4) different specifications of targeted values in ESEM and informative priors in BSEM have significant impacts on model estimation. The real data analysis (Study 2) showed that the differences in estimation between different models were largely consistent with those in Study1 but somewhat smaller.  相似文献