Creating the Arsenal: Augusta University’s Undergraduate Research Journal     

Melissa E. Johnson  Kim Mears  Abigail Drescher 《期刊图书馆员》2017,72(1-4):128-133

ABSTRACT

The Center for Undergraduate Research (CURS) at Augusta University supports faculty-led undergraduate research. In collaboration with a student organization, the Program Coordinator of CURS contacted the Augusta University Libraries to investigate how to start an undergraduate research journal and identify a hosting venue. Two librarians provided guidance on the creation of a new Open Access journal using resources already provided by the university. This article discusses establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as challenges faced throughout the process.  相似文献   

The ivory tower revisited     

Abigail Chantler 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):215-229

The corollary of the concept of the ‘ivory tower’, as reflected in the writings of Plato and Newman amongst others, was, paradoxically, the vital importance of the university for wider society. Nevertheless from the mid-twentieth century, the esteem in which a ‘liberal’ university education was held was diminished by rising expectations that higher education institutions would actively contribute to addressing broader socio-economic challenges through ‘knowledge-transfer’, education for employment, and community service. However while this linear conception of universities' ‘third mission’ eroded their ‘ivory tower’ status, the death knell of the ‘ivory tower’ rings in contemporary literature on higher education, which articulates a dialectical view of its historical development in which the university and wider society are synthesised in the ‘engaged university’. With its focus on reciprocal ‘knowledge-exchange’, the co-creation of knowledge through teaching and learning, and civic engagement, the ‘engaged university’ embraces the ‘other’ as intrinsic to its identity. Yet arguably the increasing instrumentalism and democratisation of higher education are irrevocably eroding the academic freedom and institutional autonomy upon which universities' immeasurable contribution to society ultimately depends.  相似文献   

Developmental Expectations,Personality Stereotypes,and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome     

Linda Gilmore  Jennifer Campbell  Monica Cuskelly 《International Journal of Disability, Development & Education》2003,50(1):65-76

Knowledge about Down syndrome and attitudes towards the educational inclusion of children with Down syndrome were examined in a sample of 2,053 people from the community and a group of 538 experienced teachers. Although both groups displayed reasonably accurate knowledge about Down syndrome and its developmental consequences, they significantly underestimated the average life expectancy for a person with the syndrome. In both groups, a positive stereotype of children with Down syndrome as particularly affectionate and happy was evident. Despite recognising the educational, social, and emotional benefits of inclusive schooling, only around 20% of each group believed that the regular classroom was the best setting for children with Down syndrome. The findings suggest that accurate knowledge and positive, but realistic, expectations are important for enhancing the acceptance of individuals with disabilities within their schools and communities.  相似文献   

Jewish Family: Identity and Self-Formation at Home     

Abigail Uhrman 《Journal of Jewish Education》2019,85(4):447-449

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Building capacity among health care librarians to teach evidence-based practice—an evaluation     

Abigail Sabey  Michele Biddle 《Journal of the Medical Library Association》2021,109(3):432

Objective:An innovative funding scheme for health care librarians to attend an intensive short course in teaching evidence-based practice was established in the West of England in 2016. This evaluation aims to understand the value of the scheme and the impact of the training opportunity for the librarians, establish an evidence base for continuing with the funding scheme, and inform the development of plans to build additional capacity among health care librarians to provide critical appraisal training.Methods:Seven librarians working in health care system settings were funded by the scheme between 2016 and 2018. Post-course feedback forms gathered initial views on course content and delivery, which informed the development of questions for the qualitative phase of the evaluation. All seven librarians participated in group discussions and individual interviews.Results:The course boosted confidence, provided valuable new skills, and positively impacted careers of the librarians through access to new opportunities. It inspired the development of new approaches to critical appraisal training. An important need was identified among the librarians for more education in teaching. Librarians funded by the scheme have successfully cascaded the training to their colleagues.Conclusion:This evaluation supports the continuation of the funding scheme to further build capacity among health care librarians to teach evidence-based practice. It suggests additional investment in this type of specialist training, as well as in education in teaching skills, would be beneficial for health care librarians. Evidence from this evaluation is informing new plans to support these professionals with the vital service they provide, which contributes to the evidence-based culture of their organizations and to patient outcomes.  相似文献   

Performance‐based management: What every manager should do to get results     

Judith Hale  Erika R. Gilmore 《Performance Improvement》2005,44(10):45-47

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Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?     

Ian Jones  Marie Bisson  Camilla Gilmore  Matthew Inglis 《British Educational Research Journal》2019,45(3):662-680

An impediment to conducting high-quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a novel and efficient technique, based on comparative judgement, for assessing conceptual understanding. We applied the technique to a randomised controlled trial in which students were taught simple algebra based on either the Grid Algebra or the MiGen software package. The participants were Year 5 students (N = 188) drawn from four primary schools who had not encountered algebra previously. An instrument from the literature (Concepts in Secondary Mathematics and Science: Algebra Scale) and a novel comparative judgement assessment were administered following the intervention. Students in the Grid Algebra condition outperformed those in the MiGen condition on both post-test measures. The comparative judgement technique performed similarly to the standard instrument but was far more efficient to design and implement. The technique can, in principle, be quickly applied to any target concept of interest. We conclude that comparative judgement is a valid, reliable and practical tool that could help to increase both the quantity and quality of quantitative research in education.  相似文献   

Internship Reflection     

Abigail Hawkins 《TechTrends》2010,54(4):10-10

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Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献   

A survey of augmentative and alternative communication used in an inner city special school     

Katie Norburn  Abigail Levin  Sally Morgan  Celia Harding 《British Journal of Special Education》2016,43(3):289-306

This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed.  相似文献