Educational patterns in lifelong learning settings     

Horace B. Reed  Elizabeth L. Loughran 《International Journal of Lifelong Education》2013,32(3):205-221

Education involves interactive processes in which symbolization plays a major role. Poetry promotes a unique approach to symbolization that is characterized by (a) fostering creativity within the realm of meaning, and (b) generating the development of sensibility. Despite these important educative functions, poetry has never been recognized as part of the core curriculum in schools. However, poetry has continuously managed to promulgate its educative functions from the periphery of schools. The focus of this paper is on the aspects of critical thinking the poetry of two Persian poets has fostered not only in the Iranian audience but also in a larger community since the 11th century.  相似文献   

Comparison of the effects of mainstream and special school on National Curriculum outcomes in children with autism spectrum disorder: an archive‐based analysis          下载免费PDF全文

Emma M. Waddington  Phil Reed 《Journal of Research in Special Educational Needs》2017,17(2):132-142

The literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of ‘included’ children. This area of research is currently an important one for the development of policy and practice. The literature on inclusion dealing with the inclusion of children with ASD is limited, so the implementation of inclusion has preceded research. The current study investigated whether children in mainstream placements show enhanced performance, relative to those in specialist provisions. The study used a combination of primary and secondary data analysis to explore the impact of inclusion on children with ASD in four authorities in the south east of England. The results suggest that mainstream children have no greater academic success than children in specialist provision. The study suggests that a number of specific provisions are involved in promoting success, such as Speech and Language Therapy, and the impact of Learning Support Assistants, and these are also reviewed and discussed.  相似文献   

Lesbian Television Personalities—A Queer New Subject     

Jennifer Reed 《Journal of American culture (Malden, Mass. : 2003)》2009,32(4):307-317

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Waiting for Rain   总被引：1，自引：1，他引：0  

Malcolm Reed 《Changing English: An International Journal of English Teaching》2009,16(2):137-147

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A perplexed story   总被引：1，自引：1，他引：0  

Malcolm Reed 《Changing English: An International Journal of English Teaching》2006,13(2):197-209

This piece of life‐story—or, to give it its grand title, auto‐ethnographic research—owes its initial impetus in becoming a written project to a photograph someone took of me in a London secondary school staffroom early on in my teaching career. The young man in the photograph peers out at me from my office wall. Sometime last year, he began to compel me to dig around in filing cabinets for the journals, occasional poems and other dusty relics of a teaching life; it seems he has helped me to recollect the social and historical experiences that have affected my development.  相似文献   

By-products from crushing peanuts     

J.B. Reed 《Journal of The Franklin Institute》1922,194(4):552

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Rats’ memory for serially presented flavors: Effects of interstimulus interval and generalization decrement     

Phil Reed 《Learning & behavior》2000,28(2):136-146

In four experiments, the effect of sequential exposure to a series of five novel flavors on the subsequent neophobic response of water-deprived rats to those flavors when they were presented simultaneously was examined. After a list-test interval of 30 min and a list-interstimulus interval of 10 sec, the rats generally consumed more of the first and last flavors presented in the initial sequence. This finding was taken to reflect the existence of primacy and recency effects. Experiment 1 provided evidence that successive contamination can occur between flavors in the initial list, making subsequent recognition of later flavors in the list more difficult. However, this effect was overcome by presentation of water between each flavor during the list exposure. Experiments 2 and 4 showed that primacy was not a necessary result of successive contamination in this procedure, by demonstrating that increasing the interstimulus interval between list items decreased the size of the primacy effect. This result suggests that rats’ memory for serially presented items may be controlled by mechanisms different from those typically implicated in the human verbal memory literature. In Experiment 3, the question of whether the testing procedure adopted here could have introduced sources of artifactually produced serialposition effects was explored, but no such influence was found.  相似文献   

Square Peg in a Round Hole? The Framework for Information Literacy in the Community College Environment     

Kim Leeder Reed 《图书馆管理杂志》2015,55(3):235-248

Column Editor's Note. Community college libraries are deeply underrepresented in the professional literature and organizations of academic librarianship. As a result, the challenges and successes that take place in the community college world are largely invisible to others. This JLA column lifts the curtain to reveal the uniqueness of community college libraries as described by their most passionate advocates: the librarians who work there. Articles in this column pay tribute to the commitment and creativity of community college librarians by providing a platform where they can share their professional perspectives and stories. Want to write for this column? Interested authors are invited to submit articles to the editor at kimreed@cwidaho.cc.

Standards, frameworks, or threshold concepts? The Association of College &; Research Libraries’ efforts to update and revise the Information Literacy Competency Standards for Higher Education (2000) have opened extensive dialogue not only about the content of the new standards, but about the very nature of the document. Its proposed replacement, The Framework for Information Literacy in Higher Education (2014) took a more theoretical path to describing what an information literature individual understands and how they behave. One common objection to the Framework, however, is that it is too advanced to be applicable in the undergraduate environment, and particularly in community colleges. In this essay, a community college library director takes a critical approach to the Framework to assess its relevance to the two-year college curriculum, grounding the discussion by mapping Knowledge Practices to Performance Indicators in the original Standards. The author recommends that community college librarians take an à la carte approach and integrate relevant elements of the Framework where they are useful without trying to address the entire document.  相似文献   

Graduate student confidence following a for-credit systematic review course pilot     

Bethany Sheriese McGowan  Jason B. Reed  Jane Kinkus Yatcilla 《Journal of the Medical Library Association》2021,109(2):323

Background:In 2015, librarians at Purdue University began fielding requests from many disciplines to consult or collaborate on systematic review projects, and in 2016, health sciences librarians led the launch of a formal systematic review service. In 2019, Purdue University Libraries was reorganized as the Libraries and School of Information Studies (PULSIS) and assigned its own course designation, ILS. The increase in calls for systematic review services and the ability to teach ILS courses inspired the development of a credit-bearing ILS systematic review course.Case presentation:We designed, taught, and assessed a one-credit systematic review course for graduate students, using a backward-design course development model and applying self-determination theoretical concepts into lessons, assignments, and assessments. Using qualitative pre- and post-assessments, we discovered a variety of themes around student motivations, expectations, and preferences for the course. In quantitative post-class assessments, students reported improved confidence in all systematic review processes, with the highest confidence in their ability to choose and use citation management managers, describe the steps in the systematic review process, and understand the importance of a reproducible and systematic search strategy.Conclusions:We considered our pilot a success. Next steps include testing 2- and 3-credit- hour models and working to formally integrate the course into departmental and certificate curriculums. This case report provides a model for course design principles, learning outcomes, and assessments that librarians and library administrators can use to adjust their systematic review services.  相似文献   

Evaluating impact from research: A methodological framework     

M.S. Reed  M. Ferré  J. Martin-Ortega  R. Blanche  R. Lawford-Rolfe  M. Dallimer  J. Holden 《Research Policy》2021,50(4):104147

BackgroundInterest in impact evaluation has grown rapidly as research funders increasingly demand evidence that their investments lead to public benefits.AimsThis paper analyses literature to provide a new definition of research impact and impact evaluation, develops a typology of research impact evaluation designs, and proposes a methodological framework to guide evaluations of the significance and reach of impact that can be attributed to research.MethodAn adapted Grounded Theory Analysis of research impact evaluation frameworks drawn from cross-disciplinary peer-reviewed and grey literature.ResultsRecognizing the subjective nature of impacts as they are perceived by different groups in different times, places and cultures, we define research impact evaluation as the process of assessing the significance and reach of both positive and negative effects of research.Five types of impact evaluation design are identified encompassing a range of evaluation methods and approaches: i) experimental and statistical methods; ii) textual, oral and arts-based methods; iii) systems analysis methods; iv) indicator-based approaches; and v) evidence synthesis approaches.Our guidance enables impact evaluation design to be tailored to the aims and context of the evaluation, for example choosing a design to establish a body of research as a necessary (e.g. a significant contributing factor amongst many) or sufficient (e.g. sole, direct) cause of impact, and choosing the most appropriate evaluation design for the type of impact being evaluated.ConclusionUsing the proposed definitions, typology and methodological framework, researchers, funders and other stakeholders working across multiple disciplines can select a suitable evaluation design and methods to evidence the impact of research from any discipline.  相似文献